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Date of preparation: 17thAugust,2014
Period: 1
Guiding to learn and test
I. Objectives:
- To introduce the textbook- English 11
- To introduce the way of testing.
- To set up some class regulations.
- To give a fifteen- minute test.
II. Methods: communicative approach
III. Teaching aids: Student’s book, student’s workbook, some test papers, etc.
IV. Procedure:
1. Organization : (1min)
Class Attendances
Teaching date
Absentees
2. Check old lesson: No checking
3. New lesson:
Stages/time
Teacher 's activities
Introduction Introduces the textbook and how to learn English
(18mins)
well.
a. Contents: - Six themes:
+ You and me
+ Education
+ Community
+ Nature and the environment
+ Recreation.
+ People and places.
- Sixteen units.
b. The Structure of the book: - There are sixteen
units . In each unit , there are five main parts:
+ Reading
+ Speaking
+ Listening
+ Writing
+ Language focus: - Pronunciation
-Grammar and
vocabulary.
c. How to learn English well.
- Learn new words by heart
- Learn everywhere & every time when you are
free.
- Study the new lesson & prepare it cafully before
you go to the class.
Sts' activities
- Listen to the
teacher and take
notes
- Listen to the
teacher and take
notes
Test
(24 mins)
Exercise 1
Exercise 2
Exercise 3
- After the lesson, you should do the home work
every day, ...
Gives a test.
I. Complete the following sentences with the
correct form of the verbs in brackets
1. The sun always (rise) .............. in the east.
Look, it (rise) .........................
2. I (have) ....... a shower before breakfast this
morning.
3. Where you ( spend) ........................... your
summer holiday last year, Tam?
4.Lan (write) .... to her pen pal for three years,
and they first (meet) ........ each other last week.
5.I wish that I (know) ....... how to mend this shirt.
II Complete the second setence so that it has a
similar meaning to the first one.
1.Tom always walk to school.
Tom always goes................................................
2. When did you start your course?
How long have ...................................................
3. It took me two hours to do my homework
I spent............................................my homework
4. He didn’t become a famous film director until
he was 55
It was not ..........................................................
III. Choose the best answer
1.The TV program I watched last night was so .....
that I turned it off
( boring/ bored/ excited/ exciting)
2. ....it is getting dark, we will not wait for him
any longer.
( Unless/ While/ Since/ Although)
3. His doctor advised him
( to give/giving) ( to smoke/ smoking).
4.My uncle drank a lot of beer,........ made him fat.
( that/which/ that’s why/ it)
5. She is going to finish her home work, .............?
(is she/ will she/doesn’t she/ isn’t she)
Individual work
Answer keys
Ex1:
1.rises- is rising
2. had had
3.did...spend
4.has written- met
5. knew
Ex2:
1...to school on foot
2.... you started your
course?
3....two hours
doing ...
4...until he was 55
that he became a
famous film director
Ex3:
1.boring
2. Since
3. to give- smoking
4.which
5. isn’t she
4. Consolidation (1’): Summarize the main points of the lesson
5. Homework (1’): Ask students to prepare next lesson: Unit 1-Reading
Date of preparation: 17thAugust,2014
Period: 2
Unit 1: Friendship
Lesson 1: Reading
I. Objectives:
By the end of the lesson, students will be able to :
- Understand the passage aboutfriendship.
- Express their own ideas about friendship.
- Identify the main idea and guess the meaning in context
II. Methods: Integrated, mainly communicative.
III. Teaching aids: Student’s books, note books, chalks board, etc.
IV. Procedure:
1. Organization (1min)
Class Attendances
Teaching date
Absentees
2.
old
No
checking
3.
lesson:
Check
lesson:
New
Stage
Warm up
(5mins)
Before
reading
(7mins)
While
reading
(22mins)
After
reading
(5mins )
Teacher’s activities
Warm-up:
- Ask students the questions:
- Have you got many friends?
- Who is your best friend?
- What do your friends and you do
in your free time?
- Introduce new lesson
Before reading:
- 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?
- Listen to students and correct
pronunciation if necessary.
-New words.
-acquaintance (n) : nguoi quen
- give- and- take: moi quan he cho
nhan
- incapable of: bat tai
- unselfish (adj): ko ich ky
While reading :
.1. Task 1: Give Ss the handouts
- Ask Ss to open their book and
read the passage and do task 1 in
pairs
2. Task 2: Choose best answer
- Ask students look through the
passage then try to choose which
of the choices A, B, C or D most
adequately sums up the ideas of
the whole passage
Key: B ( Conditions of true
friendship)
3.Task: Answer the questions
- Ask students to scan the passage
and answer the questions:
- Let them work in pairs.
- 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 reading :
Students’ activities
- Listen to the teacher and answer
the questions:
- Yes, I have.
- A is my best friend.
- We usually come to the library
sometimes play foot ball.
- 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.
Listen and repeat
- Listen to the teacher then read the
passage.
- Ask some new words if necessary.
- Listen to the teacher.
- Look through the passage again
and do the task
- Practice with a partner then write
the key down in the note book.
- Listen to the teacher 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
4. Consolidation(1’): Gives the main points of the lesson : Conditions of true friendship
5. Homework(1’): - Ask students to learn by heart all the new words and summary the
passage
- Ask students to prepare for next lesson: Speaking
Date of preparation: 17thAugust,2014
Period 3:
Unit 1: Friendship
Lesson 2: Speaking
I. Objectives:
By the end of the lesson, Sts will be able to: Describe the physical characteristics and
personalities of their friends, using appropriate adjectives.
II. Methods: integrated, mainly communicative.
III. Teaching aids: Student’s book and pictures showing friends, etc.
IV. Procedure:
1. Organization (1min)
Class Attendances
Teaching date
Absentees
2.
Check
old
lesson:
(5mins)
: Write
new
words,
summary the passage ?
3. New lesson:
Stage
Teacher’s activities
Students’ activities
Warm up
(5mins)
Before
speaking
Warm-up:
- Ask students to keep book
close
- Ask students to discribe
some students in the class.
- Call some sdtudents to stand
to talk to the class.
- Introduce, listen and repair
mistakes for students.
Before speaking :
Task 1
- Keep books close.
- Listen to the teacher.
- Try to discribe some one in the class.
- The students who are called stand to
discribe a friend to the class.
- Try to repeat from memory
(13mins)
- Ask students to look at the - Try to discribe the people in the book:
people in the book and + The boy is short . He has a large face ,
discribe
their
physical + The girl is
characteristics.
- Let them work in pairs.
- Play roles.
-Introduce “Useful language”
to the students:
+ Height: tall, medium, short, -Present their performance.
+ Face: square, large, oval,
+ Forehead: broad, high, …
+ Nose: straight, crooked, ….
+ Hair : Black, grey, ….
+ Appearance: handsome, -Rearrange the adjectives in order of
While
beautiful, good-looking, ….
importance of friendship
speaking
While-speaking
(13mins)
2.Task 2 : ( groupwork)
- Ask Ss to rearrange the
Practice asking and answering
adjectives in order of
+ Close pairs
importance of friendship and
+ Open pairs
After
tell the reasons of their choice.
speaking
After speaking:
T: Hello, I’m ……… I’m a journalist for
(6mins )
3. Task 3:
…..
- Set the scene and ask Ss to
T: I know you are ……..….friend.
work in groups to make
Could you give me some information
questions or facts about a
about ……..?
famous friend based on the
- When was he born? / What’s he like?
suggestions in the textbook
- What’s his hobby? / What does he do
before doing the task
in his free time? / Why is he interested
in math? / how much time does he spend
T: Hello, I’m ……… I’m
on math?/ What made him so
a journalist for …..
successful?, etc …..
T: I know you are ……..
T: Thanks for giving me time. Bye.
….friend. Could you give
me some information
about ……..?
- When was he born? /
What’s he like?
- What’s his hobby? /
What does he do in his
free time? / / how much
time does he spend on
math?/ What made him so
successful?, etc …..
T: Thanks for giving me
time. Bye.
4. Consolidation(1’): : talk about physical characteristics and personalities
5. Homework(1’): - Ask students to talk about a close friend
- Ask students to prepare for new lesson: Listening
Date of preparation:22rdAugust, 2014
Period 4:
Unit 1: Friendship
Lesson 3: Listening
I. Objectives:
By the end of the lesson, Sts will be able to develop such listening micro-skills as
intensive listening for specific information and take notes while listening
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…
IV. Procedure:
1. Organization(1min)
Class Attendances
Teaching date
Absentees
2.
Check
old
lesson(5mins): talk about physical characteristics, talk about a close friend?
3. New lesson:
Stage
Warm up
(5mins)
Teacher’s activities
Warm-up: (5 minutes)
- Game: Ask ss to list the
characteristics that they expect in
their best friends.
- Write down all their vocabulary
on the board .
-Ask students some questions
about friendship:
- Introduce new lesson
Before
Before listening: (7 minutes)
listening
- Ask students to look at the part:
(7mins)
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
While
- Listen and check pronunciation
listening While-listening:(18 minutes)
(18mins) 1.Task 1: T or F staterments
-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)
-Turn on the cassette player twice.
-Ask some students to do their
tasks on the board.
-Correct and give score
2. Task 2: Gap filling( for
advanced Ss)
- Set the scene and ex0.plain
- Tell Ss the way of doing this
exercise.
After
- Have them listen twice.
listening( f - Let Ss listen to the tape one more
or good
and ask them to give the answers
Students’ activities
- Close the books
- Listen to the teacher and answer the
questions.
* Expected answers: caring, supportive,
helpful, honest, good- nature, quickwitted, humorous, friendly.
- Listen to the teacher then and answer
the questions in the book.
- Work in pairs.
- Look at the books
- Listen to the teacher and repeat the
words.
-Students repeat & take notes
- Repeat loudly the words and try to
remember them
-Students read task1, 2 silently for gist
-Elicited students raise their hands to
interpret.
*keys: 1. F
2. F 3. T
4. F 5. T 6. F
-Students work in pairs.
- Listen and note down the ideas in the
table
Keys:
1. How and when did they meet?
-Lan : -they used to live in the same
apartment building in Hanoi.
- Lan went on a holiday to
DoSon and Ha went there to help her.
-Long: -they met in college
-Minh played the guitar. Long was a
singer.
4. Consolidation(1min): : Lan and Long’s best friend
5. Homework(1min): - Ask students to talk about how Ha has been Lan’s best friend and
how Minh has been Long’s best friend
- Ask students to prepare for new lesson:Writing
Date of preparation: 22rdAugust,2014
Period 5:
Unit 1: Friendship
Lesson 4: Writing
I. Objectives:
By the end of the lesson, Sts will be able to write about a friend, real or imaginary,
using the words and expressions they have learnt in previous lessons.
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook, chalks, board.
IV. Procedure:
1. Organization (1min):
Class Attendances
Teaching date
Absentees
2. Check old lesson(5mins): talk about Ha and Long’s best friends
3. New lesson:
Stage
Teacher’s activities
Students’ activities
Warm up
(5mins)
Warm-up:
- Ask students to keep book close
- Keep book close
- Ask students some questions about their - Listen to the teacher and answer
best friends.
the questions.
Before
writing
(10mins)
Before writing:
- 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?
- Listen to the teacher
and answer the questions:
1. My friend’s name is Hoa
2. She is 17 years old.
3. We met each other at my
cousin’s birthday party 4 years
-Teacher uses a picture to gives some key ago .
words to describe someone’s physical - Make outlines
characteristics ( height , hair , eyes , face ,
clothe.) and his / her personalities
( helpful , sincere) and some necessary
structures.
- Gets sts to work in groups to make
outlines.
While
writing
(15mins)
After
writing
(7mins)
Eg:
When &
where
first met
-in the
school
extraactivitie
s
- at a
football
match.
Physical
characteristic
s
high
forehead
- very tall
- long black
sleek hair
Personalitie
s
- good natured
quickwitted
-Students write a passage.
* 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 ,
While writing:
-Teacher gives a sample and has students black wavy hair and blue eyes
write a passage to describe a friend they with very long eyelashes. Her
complexion is white. Her lips are
like.
very full and she has got dimples
- Let them work in groups
in her checks. Now she lives very
- Go round, check and help students
far from me , but we still keep
contact through e- mail
After writing:
- Give suggestions and corrections
-Students read / write some
-Teacher asks students to read / write
some students’passsages on the board and students’passsages on the board.
Teacher gives comments.
- Correct mistakes and mark
4. Consolidation(1min): : How to write about a friend ?
5. Homework(1min): - Ask students to write about one of his or her friend
- Ask students to prepare for new lesson: Language focus
Date of preparation: 22rd August, 2014
Period 6:
Unit 1: Friendship
Lesson 5: Language focus
I. Objectives:
By the end of the lesson, Sts will be able to:
- Distinguish the sounds / / and / /
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitive with to or without to appropriately.
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Student’s books, notebooks, chalks, board…
IV. Procedure:
1. Organization (1min):
Class Attendances
Teaching date
Absentees
2. Check old lesson:(5mins) write about one of your friend
3. New lesson:
Stage
Teacher’s activities
Warm up
(5mins)
Warm-up:
- Ask students to keep book
close
- Ask students to look at the
some pictures and match with
words:
P1: church
P4: organge
P2: watch
P5: bridge
P3: chicken P6: village
Pronunciation - Introduce new lesson
(8mins)
Pronunciation:
- Ask students to look at their
books then introduce to them
*Listen and repeat :
- Read loudly then ask students to
repeat
- Introduce : / d / - / t∫/
- Correct pronunciation for the
students
* Practise these sentences
- Read the sentences loudly
Grammar
- Ask students to repeat
and
- Correct pronunciation for
vocabulary
students
(24mins)
Grammar and vocabulary:
* Infinitive with to
* Verb + to inf.
Students’ activities
- Keep book close
- Listen to the teacher reads
- SS listen and repeat
- Open the books
- Look at : Listen and Repeat
- Repeat the words in chorus then
individual
- Look at Practise the sentences
- Listen to the teacher then repeat
in chorus then individual
- Listen to the teacher
agree, offer, decide, appear,
forget, refuse, attempt, plan,
seem, learn, promise,
manage, arrange, pretend,
dare, threaten, fail, hope,
afford, tend
* Verb + object + to inf.
want, ask, expect, help,
mean (= intend), would like,
would prefer, tell, remind,
force, enable, persuade,
order, warn, invite, teach,
get (= persuade)
- * Infinitive without to.
- sau cac dong tu khuyet thieu:
can, could, may, must, will,
4. Consolidation(1min): : How to use infinitive with “to” and infinitive without “to”
5. Homework(1min): - Ask students to do all exercises in the book
- Ask students to prepare for new lesson: Unit 2: Reading
Date of preparation: 28th August, 2014
Period 7:
Unit 2: Personal Experiences
Lesson 1: Reading
I. Objectives:
By the end of this lesson, Students will able to:
- Express their opinions about personal experience.
- Read for gist and for specific information
- Develop such reading micro-skills as scanning for specific ideas, identifying the
sequence of events and guessing meaning in context.
- Use the information they have read to discuss the story.
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs.
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
Absentees
2. Check old lesson(5mins): Do exercises
3. New lesson:
Stage
Warm up
4. (4mins)
Teacher’s activities
Warm-up: (4 minutes)
-Game: middle riddle
- Give some pictures and ask
ss to match with words.
P1. pen, taxi, apple, key,
knife, tree, one, ice, bed.
-Deliver handouts with 10
pictures on .
- Put ss to work in group
- In groups, ss identify each
picture. In the space beneath
each picture, ss ,write the
middle letter of each word.
Before
The group who first finds out
reading
the word wins.
(5minutes) Before reading: (5minutes)
- Ask studentsto put the
pictures in the book in the
correct order to make a story.
(work in pairs)
- Ask some students to give
their answers.
- Ask ss to answer the
question: What is the matter
with her?
* Newwords:
- making a fuss: lam am I ,
om som
- glance (v): liec nhin
- ambarrassing (a): nguong
ngung, lung tung
While
- idol (n): than tuong
reading
While reading: (15minutes)
(15minutes) Task 1 : Fill each blank with
one of the words in the box
below.
- Firsly, ask students to study
individually then in pairs
- Walks arround the class,
offer ideas and comments
when students need help
- Give suggesstions
Task 3: Answer the questions
- Ask Ss to read the questions
carefully and underline the
key words to do the task
After
-Ask Ss to give answers and
Students’ activities
- Listen to the teacher.
- Answer the questions.
- Put the pictures and match. ( work in
groups)
- Give their answers
Keys: Experience
- Read the story
- Listen, try to guess the meaning of
the new words and take notes
* Key : d, b, f, e, a, c
- ss listen and repeat
- copydown
- Do Task 1 in pairs
* Suggested keys:
1. glanced
2. making a fuss
3. embarrassing
4. idiots
5. sneaky
- Do the task
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.)
Consolidation:(1min) : Give the main point of the lesson : translate the passage
5. Homework(1min): - Ask students to learn by heart all new words, read and translate the
pasage into Vietnamese , finish tasks
- Ask students to prepare for new lesson
Date of preparation: 28th August, 2014
Period 8:
Unit 2: Personal Experiences
Lesson 2: Speaking
I. Objectives:
By the end of this lesson, Students will able to:
- Know how to practice speaking skill .
- Speak for gist and for specific information
-Identify structures that are used to talk about past experiences and their influences
on one’s life, i.e. present perfect and past simple, structure with “Make”.
-Use these structures to talk about a past experience and how it affects their life.
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
Absentees
2. Check old lesson(5mins): Write new words, read and translate the pasage into
Vietnamese
3. New lesson:
Stage
Teacher’s activities
Students’ activities
Warm up
(5minutes)
Before
speaking
(10mins)
Warm-up:
- Have you ever spoken
English to you friends
( teachers, foreigners…) ?
- How did you feel when you
spoke English to them?
- Answer freely
Before speaking: (8 minutes) - Learn new words
- Gives students some new
1. Confidence
words in Task 1
2. Attitude
- Reads the new words
3. Native English speaker
4. Appreciate
1.Task 1: Matching phrases
- Explains the meanings
- Asks students to do Task 1
While
speaking
(13mins)
in pairs
- Call some pairs to answer
- Gives feedback
While speaking:
2.Task 2:Ordering the
dialogue
- Asks students to do task 2 in
pairs
- Asks them to give answers
- Give feedback
+ 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:
After
1. B 2. E 3. H
4. A
speaking
5. E 6. G 7. C
8. F
(10mins )
After speaking:
- Work in pairs
Task 3: Making dialogues
Key:
- Gives students useful
1.A. Have you ever falled an exam?
structures
- Yes, I have.
+ Have you ever………….?
B. How did it happen?
+ How did it happen ?
- I didn’t study well enough for exam.
+ When/ Where did it happen? C. When did it happen?
+ How did the experience
- Last year.
affect you? How did you feel? D. How did you feel/ How did it affect
- Asks students to do Task 3
you ?
in pairs
- I felt disappointed/ sad/ depressed.
- Asks some pairs to perform 2. A. Have you ever traveled to other
their dialogues in front of the parts of the country?
class.
- Yes, I have.
- Corrects common mistakes
B. When did you travel?
and give remarks
- 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
C. How did it affect you?
- It was interesting to talk to famous pop
stars.
- It changed my attitude to/ towards/
famous pop stars.
4. Consolidatio(1min): : Give the main point of the lesson : talk about past experiences
5. Homework(1min): - Ask students to : talk about past experiences
- Ask students to prepare for new lesson: Listening
Date of preparation: 28th August, 2014
Period 9:
Unit 2: Personal Experiences
Lesson 3: Listening
I. Objectives:
By the end of this lesson, Students will able to:
- Understand more about the personal experiences and practice listening skill.
- Listening for gist and for specific information
- Develop such listening micro-skills as intensive listening for specific information
and taking notes while listening.
II. Methods: Intergrated, mainly communicative
III. Teaching aid: Pictures, chalk, cassette tape
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
Absentees
2. Check old lesson(5mins): talk about past experiences ?
3. New lesson:
Stage
Teacher’s activities
Students’ activities
Warm up
(5mins)
Before
listening
(7mins)
Warm- up
-Asks sts to close books
- Shows the picture of a fire and
ask some sts to describe it.
- Ask some questions:
+What do you see in the
picture?
+ Who do you see in the
picture?
+ How do the girls look?
+ Have you ever seen a fire?
- Leads to the lesson
I. Before listening
*vocabulary
Elicites the meaning of some
new words
-Memorable (adj)
-Terrified (adj)
-Scream (v)
-close books
- Look at the picture and answer some
questions:
-Listen and repeat
Repeat chorally and individually
-Embrace (v)
-Escape(v)
-Appreciate (v)
Reads aloud the words in the text
book and get sts to repeat
While
listening
(18mins)
After
listening
(6mins)
II.While you listen
1. Task 1
- Plays the recording and get sts to -Listen , check and write their answers
listen to the first part (From the
on board again
beginning to minor burn ) to check Suggested answers
their prediction (two times)
(1) T (2) F (3) F (4) F (5) T
- Give feedback and play for
Check and take notes
recording for the third time
2. Task 2
-Ask Ss to open book and do the
-Listen , fill in the blanks and write
task .
their words on board .
- Asks the sts to recognize the part
Suggested answers
of speech in the gaps
(1) small (2) everything (3) family (4)
-plays the recording and gets sts to
replaced (5) took (6) appreciate
listen to the second part of the
dialogue (two times )
-Give feedback and plays the
recording for the 3 rd time
III.After listening
-Discussion : Christina says that
family is important than things
-Do you agree or disagree with
her? Why ?
- Call two groups to present in the
front
-Give the corrections
Work in groups of four
-present in the front
-Listen
4. Consolidation(1min): : Give the main point of the lesson : new words, listening passage
5. Homework(1min): - Ask students to learn by heart new words and summarize the
listening passge
- Ask students to prepare for new lesson: Writng
Date of preparation: 6th Sept, 2014
Period 10:
Unit 2: Personal Experiences
Lesson 4: Writing
I. Objectives:
By the end of this lesson, Students will able to:
- Know how to practice writing skill, how to write a narrative and can write a
narrative about one of their friends, real or imaginary, using the words and expressions that
they have learned in previous lessons
- Write for gist and for specific information.
II. Methods: Interagrated, mainly communicative
III. Teaching aids: Chalk, textbook
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
Absentees
2. Check old lesson(5mins): summarize the listening passge
3. New lesson:
Stage
Warm up
(5mins)
Before
writing
(10mins)
While
writing
(17mins)
After
writing
(5mins)
Teacher’s activities
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.
Before writing: (10 minutes)
- Has students give some of
their past experiences? (being
seriously ill, failing an exam;
talking to a famous pop star,
… etc)
- Today we learn how to write
a personal letter telling about
a past experience.
- 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/…)
- Asks students to work in
groups to tell their experiences
to prepare for their writing
While-writing: (17 minutes)
- writing a letter
-Ask ss to write a letter to a
friend of theirs, telling him/
her about one of their most
memorable experience.
-Go around to control and
give help with vocabulary.
Post-writing: (5 minutes)
Peer correction.
- Corrects common mistakes
Students’ activities
- Answer the questions
- Gives their own past experiences
- Listen to the teacher and copy down
- Do the task
Sample writing
HCM city 24 May 2007
Dear Minh,
How have you been doing ? Have you
got any plan for the coming school
break ? Let me tell you about my last
summer vacation at my grandparents’ .It
was almoet a year ago and was one of my
most unforgetable experiences.
My grandparents live a small village ,
which is about 70km southest of HCM
city. There is alarge river at the back their
house where I often do swimming every
afternoon when I spend my vacation with
them.
One day when I was swimming with
some of my friends. I suddenly caught
cold. I felt so dizzy and was too weak to
continue swimming,so I started to sink. I
thought I was going to drown but I
couldn’t call out of because I was too
tired and terrified. Luckily, one of friends
saw that and shouted for help.
Immediately, another friend who swims
the best among us swam towards me and
tried to pull me up me .Then other
friends swam towards us to help him
push me in. My life was finally saved.
Now recalling the moment I thought I was
going to die, I understand how precious
my life. This experience taught me to
appreciate my life.
What about you ? Have you got any
unforgettable holiday that you would like
4. Consolidation(1min) : Give the main point of the lesson : how to write a personal letter
to describe a past experience
5. Homework(1min): - Ask students to write a personal letter
- Ask students to prepare for new lesson: Language focus
Date of preparation: 6th Sept, 2014
Period 11:
Unit 2: Personal Experiences
Lesson 5: Language focus
I. Objectives:
By the end of this lesson, Students will able to:
- Know how to pronounce the sounds /m/, /n/ and /η/ and distinguish these sounds
- 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 the verb tenses to solve communicative tasks.
II. Methods: Intergrated, mainly communicative
III. Teaching aids: textbooks, cassette tape
IV. Procedue:
1. Organization :
Class Attendances
Teaching date
Absentees
2. Check old lesson(5mins): write a personal letter to describe a past experience
3. New lesson:
Stages/ Time Teacher’s activities
Students’ activities
Warm-up
-Divide the class into 4 groups and
(5mins)
ask Ss write down 10 adjectives
-Listen to teacher and work in
describing character of personality.
groups.
The winner will be the group
completing the task in the shortest
-Discuss and complete.
period of time.
Pronunciation
(9mins)
*Listen and repeat
- Model three sounds /m/, /n/ and /η/
for a few times and explains the
differences in producing them.
-Play the disc once for Ss to hear the
words containing these two sounds,
then play the disc again and this time
asks Ss to repeat after the tape.
*Practise reading aloud these
sentences:
-Read the words in each column all at
once.
-Read the words once again, each
time with a words in each column to
help Ss distinguish the differences
between the sounds in the words.
-Read the words and ask Ss to repeat
them.
-Ask Ss to practice pronouncing the
words in pairs.
-Go around providing help.
-Ask some Ss to pronounce the words
and gives correction if necessary.
Grammar&
Practise
(24mins)
-Listen to teacher and understand
how to read three sounds.
-Discuss in groups and write on
note book carefully.
-Do as required:
-Listen and write on note book
carefully.
I. Grammar
*Ask Ss to remember and give the
-Do as required
forms, usage, spelling of the past
simple tense, the past continuous
tense, the past perfect tense:
-Remind the forms, usage, spelling of
the past simple tense, the past
continuous tense, the past perfect
tense
a. Present simple:
* Meaning: present time.
* Form: I/ We/ You/ They + V(inf.)
without To.
He/ She/ It + V-s/es
* Use: to express the idea that an
action is repeated or usual. The action
can be a habit, a hobby, a daily event,
a scheduled event or something that
often happens. It can also be
Take notes
something a person often forgets or
usually does not do.
Ex: The train leaves every morning at
8 am.
b. Past simple:
* Meaning: Past time
* Form: S + V-ed/ V2
* Use:to express the action in the past
( yesterday, last…, …ago, …)
Ex: Mozart, the famous composer,
died at the age of 35.
c. Past progressive:
* Meaning: to express the action
happening in the past.
* Form: S + was/ were + V-ing.
Ex: When Bill arrived, we were
having dinner.
d. Past perfect:
* Meaning: to express the action
finished before other action or time in
the past.
* Form: S + had + V-ed/ V3
Ex: I phoned carrol at 7 am., but she
had left.
II. Practice
*Exercise 1: (p.30)Use the correct
present tense forms of the verbs to
complete the sentences
-Get Ss to do Ex.1 individually.
-Check with the whole class and
provides corrective feedback.
*Exercise 2: (p.30-31) Use the
correct past simple or past progressive
tense of the verbs to complete the
sentences
-Ask Ss to work in pairs to do the task
- Call on some pairs to answer
-Check with the whole class and
provides corrective feedback
*Exercise 3: (p.31) Use the correct
past simple or past perfect tense of the
verbs to complete the sentences
-Get Ss to do Ex.3 individually and
then find a partner to check their
answers with.
-Check with the whole class and
provides corrective feedback
-Do as required:
Expected answers:
1, invites 2, sets 3, gets 4,
waves
5, promises 6, carries 7,
contains
8, has baked 9, is 10, is shining
11, are singing 12, is
-Do as required
Expected answers:
1, broke/was playing 2,
wrote/was 3, was working/broke
4, started/were walking 5,
told/were having 6, didn’t
listen/was thinking............
-Do as required
Expected answers
1, had eaten/ arrived 2,
found/had taken
3, got/had closed 4, got/ had left
5, got/had arrived 6, paid/had
phoned
7, went/said/hadn’t arrived 8,
had looked
4. Consolidation(1min) : Give the main point of the lesson : past simple, past progressive
and past perfect; Present tense indicating past time
5. Homework(1min): - Ask students to do exercises, learn by heart all forms of tenses
- Ask students to prepare for new lesson
th
Date of preparation: 6 Sept, 2014
Period 12:
Unit 3: A party
Lesson 1: Reading (P1)
I. Objectives:
By the end of this lesson, students will be able to:
- 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
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Some photos of celebrations in the world
IV. Procedures:
1. Organization (1min):
Class Attendances
Teaching date
Absentees
2. Check old lesson(5mins): Do exercises on language focus part
3. New lesson:
Stages/ time Teacher's activities
Sts' activities
Warm up
Guessing game: Which celebration?
(10 mins) - Delivers sts a handout of celebrations - Group-work.
and ask them guess which celebrations
are.1.On this day, people decorate real Answers:
or plastic pine trees with ornaments or 1.Christmas.
gift boxes.
2.Halloween.
2.At the night of this day, children often 3.Thanksgiving.
dress in costumes and go door-to-door 4. Valentine
to collect sweets and fruits. Houses are 5.Mother’s day.
decorated with pumpkins which are 6.Birthday.
carved into scary faces and decorated 7.Wedding.
with lights or candles.
.
3.A celebration which exists only in
America. On this day people pray to
God and eat roasted turkey.
4.A celebration for lovers. On this day
people often send cards cnd buy
chocolates for the ones they love.
5.It is a day to honor mothers. On this
day, people often send cards and gift to
Before
reading
(10 mins)
While
reading
(17 mins)
their mothers to show how they love
and appreciate their mothers.
6.It celebrates the day when someone
was born.
7.It is a special day for two lovers. On
this day they pray to live together and
share everything with each other
during the rest of their life.
- Gets sts to work in pairs and try to
make sense of the pictures on page 32;
then answer the qs on this page.
- Calls some sts to answer the qs .
- Elicits some words from their
answers:
+ to blow out the candles
+ to mark the milestone
+ present(n)= gift (n) :
+ present(v) : to give sth to sb
+ to give sth for his/ her birthday
+ Sliver /Golden /Diamond
anniversary
- Helps sts pronounce these words
correctly.
- Asks sts to make some examples with
the words.
- Pair-work.
Suggested answer:
- The people in the picture 1
are friends, they are
celebrating a birthday.
- The people in the picture 2
belong to a family, they are
celebrating a golden
wedding anniversary
- Pair-work.
- Individual-work & pairwork
* Task 1 : Matching
- Ask Ss to work in pairs to read the
text and decide which of the activities
take place at a birthday party or at a
wedding anniversary party or at both,
then put a tick in the right column.
- Call on some Ss to give the answers.
- give feedback on what Ss have
- Do task 1
Answers:
1. both
2. both
3.Birthdays.
4. anniversary
5.
anniversaries 6.both 7.
Birthdays
- Corrects with the whole class.
4. Consolidation((1min) the main point of the lesson : new words, summarize the passage
about a party
5. Homework(1min):Ask students learn by heart new words and summarize the passage
- Ask students to prepare for new lesson: Reading (p2)
Date of preparation: 14th Sept, 2014
Period 13:
Unit 3: A party
Lesson 1: Reading (P2)
I. Objectives:
By the end of this lesson, students will be able to:
- 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
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Some photos of celebrations in the world
IV. Procedures:
1. Organization(1 min) :
Class Attendances
Teaching date
Absentees
2. Check old lesson(5mins): Ss write new words
3. New lesson:
Stages/ time Teacher's activities
Warm up
Warm- up :- Divide the class in two
(7 mins)
groups
- Stick eights on the board.
- Ask Ss in each group to identify the
holiday and celebrations in the USA
Sts' activities
- Answer
- Work in pairs to find the
answers
- Listen and guess the
meaning of the words
and write them on board.
- The groups with more correct words is
the winner.
Lead – in: - What do people often do
on these occasions?
While
reading
(20 mins)
* Expected answers:
-People often eat, drink,
sing, and dance. They often
have parties and how people
celebrate them
*Task 2: Correcting the wrong
information:
- Gets sts to read the text again to
complete their answers.
- Asks sts to compare their answers
with other pairs.
- Calls some sts to give their answers
- Do task 2
Correcting:
1.eighth-seventh
2. makes- eats
3. food- presents
and explain their answers.
- Gives feedback and corrects answers.
After
reading
(10 mins)
Discussing:
- Gets sts to work in pairs to discuss the
questions.
- Goes around to offer help.
- Calls some pairs to present.
- Gives corrective feedback. - Present in
front of the class
4. anniversary- age
5. months- years
6. 5th – 50th
7. silver- golden
- Pair-work.
- Discuss the question
Suggested:
I prefer to celebrate my
birthday at home b/c I will
have my parents, my sister
and lots of my friends
comfortably attend my party
in a cozy atmosphere.
Besides, it will save my
parents a lot of money if I
have a party at home.
4. Consolidation((1 min) the main point of the lesson : new words, summarize the passage
about a party
5. Homework(1min):Ask students learn by heart new words and summarize the passage
- Ask students to prepare for new lesson: Unit 3- Speaking
Date of preparation:
Period 14: Unit 3: A PARTY
Lesson 2: Speaking
I. Objectives:
By the end of the lesson, Sts will be able to:
- Use appropriate language to talk about parties and negotiate how to plan them.
- Use appropriate language to invite people to come to parties.
II. Teaching methods: Integrated, mainly communicative
III. Teaching aids: Textbook.
IV. Procedure:
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check (4mins): Call ss to write new words and summarize the reading
3. New lesson
Stages/
Teacher's activities
Sts' activities
time
* Chatting:- Asks some questions :
-Answer T’s questions
WARM- - Have you ever been to a party? /- Whose - Individual-work &
UP
party was it?/ -What was the occasion/? - whole class.
(4mins)
Where was the party?/ - Who did you go
with?/-Did you take a gift for the hostess?/ What sort of food and drinks did they have
=> So when you want to tell your friends
about the party you have been to, what do - Individual-work.
you want to tell them?
* Suggested:
- Elicits sts'ideas and writes on the board or +
Gifts:
flowers,
Task 1
Task 1. Choose from the list the things
souvenirs, a bottle of
(8mins)
you want to talk about
wine, chocolate,...
Introduces the task and goes over the qs + Decoration: balloons,
with the class.
flowers,
lamps,
- Gets sts to do task 1 individually.
pictures,...
- Encourage sts to take notes (making the + Food & drink:
outline)
starters, main courses,
Task 2
- Goes around to offer help.
desserts, cakes, ice(7 mins) Task 2:Tell your partner about the party cream, sweets,...
- Asks sts to work in pairs to tell each other + Music: pop music,
about the parties they have been to.
jazz, classical music,...
- Goes around to offer help.
- Calls some to present before the class.
- Elicits the feedback from the class and - Work in pairs
Task 3
gives the final comments.
A: I am wondering
( 10mins)
Task 3: You are going to take part in a
where I should hold my
competition to organize the best
birthday party ?
party. Decide on the cues
B: Why don’t you have
- Asks Ss: What do you prepare for a your birthday party at
party?
- Elicits sts' ideas.
When
(date &
time)
Dressing?
( formal
?
informal
?
Who to invite?
Food &
- Work in groups to do
drink
(cook
task 3
(colored
our
own
or
Suggestion:
light bulbs?
order?
-The party was held
flowers?)
vegetarian
at….
Task 4: Tell the rest of the class about
-It started at……and
your party. Try to convince them ended at…..
to come
-There were
- Elicits or teaches necessary vocabulary about……….people.
items, useful expressions and tenses.
-He / She served us….
- Asks sts to work in group to do task.
-We took part in some
- Goes around to check and offer help.
activities such as…..
- Calls some sts to report about the parties -We were all tired but
that they have planned.
happy.
- Asks other groups to give comments.
- Corrects some errors and gives corrective
feedback.
- Do the task in groups
- Present answers
(family?
relatives?
friends?)
Task 4
(7 mins)
home ? It’s cosy and not
very expensive.
A: I don’t know if it’s
Where?
Entertainmen suitable to begin at 5 pm
(home or
t? (dance?
?
restaurant
music?
B:
+Why don’t you….
Budget?
+You ought to…
( how
+You should…
Plannin
much to
+I think you should…
spend/
ga
+You’d better….
contribute
party
?)
+If I were you I would…
Decorations?
4. Consolidation:( 1 min) - Summarise the main points of the lesson
5. Homework: (1 min)
- Learn new words and phrases by heart & make sentences with them
- Prepare for the next lesson: Listening
Date of preparation:
Period 15 : Unit 3: A PARTY
Lesson 3: Listening
I. Objectives:
By the end of the lesson, Sts will be able to:
- Understand more about celebrations in their culture and practice listening skill.
- Develop such listening micro-skills as intensive listening for specific information.
II. Teaching method: Integrated, mainly communicative
III. Teaching aids : Textbook, cassette, disc
IV. Procedure:
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check: (5mins.)Call 2 ss to talk about the party they have been to
3. New lesson:
Stages/time
Teacher's activities
Sts'activities
* A game:
WARM UP - Asks sts to work in groups of 10 to Group-work
(4mins)
generate as many words related to - Give answer:
birthdays and birthday parties as + last birthday/ next birthday/
possible in 4 minutes.
happy birthday
- When time is up, calls the winner to + have a nice birthday
read out all the words and the whole + spend (20th) birthday in/ on/
class count and check.
at ( a place)
BEFORE
* Answering the questions:
+ forget/ remember/
YOU
- Gets sts to cover their book and approach... birthday
LISTEN
shows them the pictures on page 36,
+ birthday gift/ present/ card/
(6mins)
then asks them to guess what they are cake/ party
going to listen about.
- Gets sts to work in pairs to answer
the qs on the book.
- Answer the qs on the book.
- Calls some to answer and explain
Pre-teaching their reasons.
vocabulary
+ icing (n)
+ to clap hands (,v)
- Pronounce the new words
WHILE
+ to gather (v)
YOU
- Helps sts pronounce these words
LISTEN
correctly.
Task 1
Task 1: True or False
(10mins)
- Introduces briefly what they are - Pair-work
going to listen about and do the tasks. - Do the task
- Asks sts to read the task 1 carefully + Keys: 1.F
2.F
3. F
to understand the statements, then 4.T
5. F
underline the key words.
- Plays the disc twice.
- Lets sts exchange their answers with Individual-work & whole class
a partner.
* Keys:
- Asks sts to give their answers.
1.She was 16 years old.
- Corrects with whole class ( plays 2. Because it is noisy and
Task 2
(10mins)
the disc again and pauses at the expensive.
answers).
3. She served them soft drinks
Task 2 Answering questions:
and biscuits at the beginning of
- Asks sts to read all the questions in the party.
task 2 and answer them without 4. The birthday cake was brought
listening again.
out at about four thirty.
AFTER
- Plays the tape again for sts to listen 5. It was beautifully decorated
YOU
and complete their answers.
with pink and white icing and 16
LISTEN
- Checks with the whole class.
colourful candles sat in the
(7min)
Role-play:
middle of the cake.
- "Supposed that Mai is your common 6. They clapped their hands
friend. Yesterday was her birthday eagerly and sang “ Happy
but one of you couldn't come. Now birthday”.
you ask the other person about Mai's 7. It finished at about six in the
party" ( Asks sts to close their books) evening.
- Distributes the following handouts
for sts to do the role play.
Card A: Asking
Card B:
- Pair-work
-Place the party
Answering
was held?
- Time?
- At Mai's house. - Present their answes
- Who came?
- 3-6pm.
- What you did About
20
there ?
guests.
(at
the - Mai opened
beginning, in the gifts, you played
middle, at the cards, then Mai
end)
cut cake, etc.
4.Consolidation(1 min)
- Summarises the main points of the lesson.
5.Homework: 1 (min)
- Ask sts to summarize the listening.
- Ask sts to write a letter of invitation about their party in order to prepare for the next
lesson:Writing.
Date of preparation:
Period 16 : Unit 3: A PARTY
Lesson 4: Writing
I. Objectives:
By the end of the lesson, Sts will be able to:
- Define the format and structure of an informal letter of invitation.
- Write an informal letter of invitation.
II. Teaching methods: Integrated, mainly communicative
III. Teaching aids: Textbook, sample writing
IV. Procedure:
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check: (4mins.) Call 2 ss to summarize the listening passage
3. New lesson :
Stages/time
Teacher's activities
WARM UP - Asks some questions to lead sts
(5 mins)
to the topic and task.
- Have you ever given a party?
- On what occasion?
- Did you invite many people?
Before you
-How did you invite them?
write
Task1: Answering the questions:
Task 1
- Introduces the task.
(5 mins)
- Gets sts to work out the contents
of their letters by answering the
questions in Task 1.
- Calls some to answer the
questions and elicits more ideas
Task 2
from class.
(7 mins)
Task 2: Filling in the gaps:
- Gets sts to do the task 2
individually and then compare
their answers with a peer.
- Calls some to give their answers.
- Helps sts analyse the letter to
revise the format of a personal/
informal letter and some structures
While you which are used for invitation.
write
Task 3: Writing a letter of
Task 3
invitation:
(15mins) - Gets sts to write their letters in
15 minutes based on their outlines.
- Asks sts to work in pairs,
exchange their letters and correct
each other.
After you
- Goes around to offer help.
write
(6mins)
- Chooses one letter and reads it to
the class.
- Elicits corrective feedback from
the class and gives final comments
afterwards.
4.Consolidation (1min):
- Summarize the main points of the lesson.
Ss' activities
Individual-work &whole class
- Answer T’s questions
- Give answers:
1. birthday, wedding anniversaries,
New Year’s Eve
2.dress/ skirt/ shirt/ trousers/ suit/…
3. gift/ flowers/ champagne/
- Work individually to do the task
- Give answer:
1. at my house 2. to come
3. refreshments 4. to cook
5. winners
6. by Monday
- Write the letter
* Sample writing
Doan Hung District
PhuThoProvince
12thSeptember, 2011
Dear Lan,
How are things getting on with
you? I am fine here.
Since your family moved to Hai
Phong, things are not the same
here. I really enjoyed the things we
did together.
Anyhow, the holidays are about to
begin. Would you like to come over
to my house for a short stay? We
could spend some time on Lo river
again, swimming, catching crabs,
ect. My parents say that they will be
glad to see you.
Do let me know whether you can
make it or not.
I look forward to your reply.
Your friend
Hoa
5. Homework (1min):
- Asks sts to complete their writing in their note books.
- Prepare for the next lesson: Language focus.
Date of preparation: 22nd Sept, 2014
Period 17: Unit 3: A PARTY
Lesson 5: Language focus
I. Objectives:
By the end of the lesson, Sts will be able to:
- Distinguish the sounds /l/, /r/, and /h/.
- Know the uses of infinitive and gerund in active.
- Use these structures to solve communicative tasks.
II. Teaching methods: Integrated, mainly communicative
III. Teaching aids: Textbook, cassette player, disc.
IV. Procedure:
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check (5mins): Check up during new lesson
3. New lesson
Stages/time
Teacher's activities
I. Pronunciation:
Pronunciation The pronunciation of / l /, / r / and /
(7mins)
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.
Grammar&
Practi II. Grammar & Practise
se
A- The Gerund:
( 35 mins)
- 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
Sts'activities
- Listen to the teacher and write
down
- Put the words in the right
columns
Ill
/r/
/h/
library run
help
Lisa realize holiday
- Put the words into correct
orders
- Listen to the teacher
- Work in pairs
Key:
0. to operate
pairs
1. having
- Checks answers and gives
2. getting
feedback
3. to tell
- Notes:
4. practicing
* Some verbs followed by To inf : 5. to see
mean, demand, seem, want, agree,
expect, offer, hope, refuse,..
- Listen to the teacher and copy
* Some verbs followed by V-ing
dislike, risk, keep, appreciate, miss, down
mind, mention, enjoy,...
B.
Passive
gerund:
infinitive
and
- to be + pp
- being + pp ( in context meaning)
*Exercise 2:
- Work in pairs
- Asks students to do task 2 in Key:
pairs
1. B
- Checks the answers and gives
2. A
feedback
3. B
4. B
*Exercise 3:
5. A
- Asks students to do task 3
individually
- Work individually
- Lets students compare their Key:
answers with a partner
1. D
- Checks the answers and gives
2. C
feedback
3. B
4. B
5. C
4. Consolidation( 1min): Give the main point of the lesson :
how to use to – V and Gerund ?
5. Homework (1min): - Ask students to finish exercises in the book
- Ask students to prepare for new lesson
Date of preparation: 22nd,Sept,2014
Period 18: Test yourself A
I. Objectives:
By the end of the lesson, Sts will be able to do the test by themselves in order to check the
knowledge they’ve learnt in unit 1, unit 2 & unit 3.
Drill students’ listening , reading, speaking & writing skills
II. Teaching method: Integrated, mainly communicative
III. Teaching aids : Textbook, cassette player, disc
IV. Procedure:
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check: Checking during the new lesson.
3. New lesson
Stages/time
Teacher's activities
Listening
(10 mins)
Reading
( 10 mins)
- Introduces the listening.
- Explains some phrases:
+ To live next door: sèng c¹nh nhµ
+ To keep in touch: gi÷ liªn l¹c
+ To lose contact ( with sb): mÊt liªn
l¹c (víi ai)
- Asks Ss to read these questions ans
guess the topic of the listening.
- Plays ( or reads) the tape script
twice.
- Asks Ss to complete the exercise &
then exchange their results with their
partners.
- Goes around to offer help.
- Calls some Ss to give the answers
before the class.
- Checks with the whole class and
provides corrective feedback .
- Asks Ss to read the passage about
the party and then answer the
questions.
- Explains some words:
+ Thrilled (adj): v« cïng sung síng.
+ virtually (adv) : hÇu nh tuyÖt väng.
+declared (v) : tuyªn bè.
+ keep grinning : cêi toe toÐt.
+ Brand- new : míi toanh
- Calls some Ss to give their answers
before the class while others write on
the board.
Sts'activities
- Listen & copy down.
- Read these questions
carefully and prepare for the
listening
- Individual, pair- work
Key:
1.A
2.D
3.B
4.D
5. C
- Whole class
- Individual work
- Whole class
- Corrects and gives the key:
1. Because they had been
childless for ten years after
they were married.
2. To take some photographs of
the family.
3. The boy was dressed in a
smart, brand- new outfit and
look like a little prince.
4. Because he was interested in
the toys.
5. He feft that it was delightful
and looked forward to the next
day to have the films
developed.
Pronunciation
and grammar a) Pronunciation.
( 10 mins)
- Asks Ss to listen and put a tick (v) in
the right box, paying attention to the
pronunciation of the underlined part
of the word.
- Calls on some Ss to give the answer
before the class , then others comment Individual, Pair- work &
on.
Whole class
- Corrects & gives feed back.
Key:
1.nine 2. hour
3.
b) Grammar.
matching
4. jam
- Asks Ss to complete the sentences,
using the right form ( base, full, or Individual
passive) of the infinitive.
work
-Calls on some Ss to give the answer - Check and copy down
before the class , then others comment - Key:
on.
1.to see
2. To be
Writing
- Corrects & gives feed back
to phone
4. pay
( 12 mins)
5. to be met
6. to be
- Asks Ss to write about their birthday appointed
party ( or one of their friends’s) about
120 words, using these questions
given.
- Asks some to give their hand - Individual, Pair- work
writings before the class.
- Checks with the whole class and
provides sample writing.
Lan is one of my best friends. We
have many things in common so we
often meet and do things together. We - Whole class
live on the same street. It’s interesting
that her birthday is also in June but a
week before mine so we often help
each other to celebrate it. Last Jun we
had a very special birthday party. We
didn’t have it at home as usual but we
had our birthday celebrate at Sam
Son beach during a two- week holiday
with our parents. We spent the
morning swimming and playing on
the beach. We had seafood for lunch
at the restaurant. In the afternoon we
went shopping around the area and
3.
bought lots of souvenirs. Though I did
not have many presents on my last
year birthday, but I enjoyed it most of
all.
4. Consolidation (1min)
- Summarises the main points of the lesson.
5. Homework (1min)
- Asks Ss to redo the Test yourself A & redo all of exercises from unit 1 to unit 3.
- Prepare for the next lesson: Written test 1- Time : 45 minutes.
Date of preparation: 22nd ,Sept, 2014
Period 19: Written test
I. Objectives:
. - Check Ss’ knowledge after having taught 3 units (1 to 3) & adjust T’s method of
teaching to suit Ss’ levels.
- Help Ss consolidate & systematize the knowledge they have learned
II. Method: integrated skills
III. Teaching aids: question and its key
IV. Procedure:
1. Class organization:
Class
Date
2. Check-up:
Attendance
Absentees
No checking
3. New lesson:
T: Give Ss question
S: Do the test in 45 minutes
4.Consolidation:
- Collect Ss’ answers.
5. Homework:
- Prepare next period
Date of preparation: 06th , Oct,2014
Period 20 Unit 4: Volunteer work.
Lesson 1: Reading (1st)
I. Objectives :
By the end of the lesson, Ss will be able to:
- Develop such reading micro - skills as scanning for specific ideas and skimming for
general information.
- Use the information they have read to discuss the topic.
II. Teaching methods: Integrated, mainly communicative.
III. Teaching aids: - Text book, cassette player, disc
IV. Teaching procedures
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check: No checking
3. New lesson
Stages/ time
Teacher’s activities
Ss’ activities
Warm up.
(7 mins )
*Describing pictures.
Shows Ss some pictures and asks
them question:
- What are the people in the picture
doing ?
+ Lead - in: These people are doing
the work without being paid for it .
What do we call this kind of
work?
- Introduce new lesson
Answer the questions:
- Picture 1: He is helping the
blind children to read.
- Picture 2: The Ss are helping
the handicapped.
- Picture 3: These people are
helping the AIDS patients.
* Expected answer :
VOLUNTEER WORK
-Ask Ss to look the picture on page
46 and ask them some Qs
+What is the old woman doing in the
picture?
+What does this mean by “Little
Moments Big Magic?”
+What does the picture tell you?
-Ask Ss to work in pairs to read the
short poem
-Ask some Ss to give their opinions
- Answer T’s questions:
+ She is teaching the boy to
read
+ It means that your little
contribution and help may lead
to significant results/ may
greatly change a person’s life
+ It tells me that everybody, no
matter what they are young or
old, can do volunteer work
+ The saying means that if you
help sbd by giving some
money, it’s just a temporary
solution. It’s better to instruct
them how to make money
legally by teaching them
necessary working skills
Before
reading
( 20 mins )
While
-reading
( 15mins )
*Pre - teaching vocabulary:
- Volunteer:( n )
- Volunteer ( v ) : to offer to do sth
without being forced to do it or
without getting paid for it.
- Orphanage ( n ): Trại trẻ mồ côi.
( Ask Ss : What do you call the home
for children whose parents are
dead ? )
- Mow ( v ): xén, gặt.
- Lawn - mower( n ) : máy xén cỏ.
- Handicapped ( a ) : Người tàn tật.
- Remote ( synonym ).
-Ask Ss to make sentences with
above words to check their
understanding
- Ask Ss to practice reading
vocabulary
- Listen and check their
pronunciation
Task 1: Complete the sentences
- T elicits different parts of the word
“ volunteer” and writes these words
on the board:
- Read the new words
- Make some examples with
these words
- Work individually and
exchange their answers with
other Ss.
4. Consolidation: ( 1 min)
- Talk about some volunteer works that you know.
5. Homework (1 min)
- Asks Ss to learn by heart all of the new words and do the extra activity as homework.
- Prepare for the letf of the reading.
Date of preparation: 06th, Oct,2014
Period 21 : Unit 4: Volunteer work.
Lesson 1: Reading (2nd)
I. Objectives :
By the end of the lesson, Ss will be able to:
- Develop such reading micro - skills as scanning for specific ideas and skimming for
general information.
- Use the information they have read to discuss the topic.
II. Teaching methods: Integrated, mainly communicative.
III. Teaching aids: - Text book, cassette player, disc
IV. Teaching procedures
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check:(5mins): Check new words and answer some questions based on the text
3. New lesson
Stages/
Teacher’s activities
time
WARM UP Network
(5mins)
-T prepares hangouts with network of the
word “volunteer”
Volunteer work
WHILE
READING
Task 2: Choose best answer:
Ss’ activities
Outline :
Help children
Help the old
Help the poor
Teach poor children
( 17mins)
After
reading
( 15 mins)
- T asks Ss to do the task 2 (page 48) If
they don’t remember T may instruct them
to use some strategies to do the task:
+ First, skim the five sentences to
understand them.
- T asks Ss to work individually to do the
task, then discuss their answers with their
peers.
- Calls on some Ss to give their answers and
ask other Ss to say whether they agree or
disagree.
- Asks Ss to locate the information in each
sentence in the text and read this part
carefully.
- Guides Ss to read the four choices given
to choose the most suitable one.
- Call on some Ss to answer
- T gives feedback..
Task 3: Answer the questions:
- Ask Ss how to do this task. ( If they don’t
remember T may instruct them to use some
strategies to do the task:
- Ask Ss to look for questions words like “
Why “ which indicates Ss should read for
specific thing like a reason.
- Go back to the first question and locates
the information for the question by finding
the key words in the passage and mark the
place.
- Call on some Ss to write their answers on
the board and asks them to explain their
choices.
- Give the correct answers.
- Skim five questions to
understand them.
- Underline the key words.
- Decide what information
they need to find in the text.
- Ss work individually then
discuss with their peers.
- Work in pair
* Suggested answer:
1, A
2, D
3, B
4, D
5, B
- Ss work individually then
discuss with their peers.
Expected answer:
1, They usually visit these
places. They read books to
the people there, play games
with them or listen to their
problems.
2, They give care and
comfort to them ( and help
them to over come their
difficulties).
3, During the summer
vacations, they volunteer to
work in remote or
mountainous areas ( to
provide education for
children).
*Discuss the question.
- Goes around to help Ss dicuss by
answering thequestions :, Why do they do - Work in pairs
volunteer work?
- report their ideas to the
- Call on some Ss to report their ideas to the class.
class.
- T gives feedback
4. Consolidation: ( 1 min)
- Summaries the main point of the lesson.
5. Homework (1 min)
- Asks Ss to learn by heart all of the new words and do the extra activity as homework.
- Prepare for the next lesson: Unit 4: Speaking
The 20th period
Date of teaching: 27/ 8/ 2011
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 Fridaay
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
14. Choose one word that has the underlined part pronounced differently from the others
A tractor
B attend
C policeman
D agree
15. Choose one word that has the underlined part pronounced differently from the others
A breakfast
B lake
C strange
16. Choose the one word or phrase that
D gate
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
17. Choose the one word or phrase that must be changed in order for the sentence to be 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
Aa
B one
C some
D much
24. I have afew ……………..for holidays
A week
B weeks
C week’s
D weekes
25. He used to ……………pictrure stories wren he was young
A read
B reading
C to read
D will read
26. Maths and English used to be my favourite…………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
31. Choose one word that has the underlined part pronounced differently from the others
A much
B summer
C but
D used
32. Choose one word that has the underlined part pronounced differently from the others
A row
B cow
C slow
D snow
33. Choose the one word or phrase that must be changed in order for the sentence to be correct
By the way , are you usually free in Monday evening?
A
B
C
D
34. Choose the one word or phrase that must be changed in order for the sentence to be correct
If your daughter don’t study hader , 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
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 contac
D Because the author lost David’s contact number
40 How often did they play baseball ?
D Basketball
A After every class
B Once aweek
C At weekends
Date of preparation: 6th, Oct,2014
Period 22 :
UNIT 4: Volunteer work
Lesson 2 : SPEAKING
D Every week
I. Objectives:
By the end of this lesson, Students will able to:
- Know how to practice speaking skill
- Talk about different kinds of activities related to volunteer work.
- Drill ss’ speaking skills
II. Teaching methods: Integrated, mainly communicative
III. Teaching aids and materials: - Text book, pictures
IV. Teaching procedures
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check (5mins ): Call ss to write new words and summarize the reading passage 3. New lesson:
Stages/
Teacher’s activities
Ss’activities
time
Warm up
(5min )
*Competition game - Describing the
pictures.
- Divides the class into small groups of
3 or 4 Ss and gives each group a set of
pictures. Ss are required to describe
the activities in each picture in one
sentence only. Which group finishes
first and has the most correct and
meaningful sentences will be the
winner.
Task 1.
( T gives suggested answers ).
( 10 mins)
Task 1.
Decide which of the activities are
volunteer works.
- T asks Ss to decide which of the
activities are volunteer works.
- Calls on some Ss to give their
answers and asks for comments from
other students.
- T elicits other volunteer activities
Task 2
from Ss.
( 10 mins )
Task 2.
Make conversation based on the
given suggestions.
- Elicits or explains some words
quickly:
- Work in groups.
- Work in pairs.
- Explain why a certain activitiy is
not volunteer work.
Suggested answers:
- The activities which are not
volunteer works: taking part in an
excursion and participating in an
English speaking club...
( because you take part in these
activities for youself, not to help
other people.
- Some other volunteer activities :
taking part in environmental
conservation activities, donating
blood, directing traffic, guiding
foreign sports teams around when
+ War invalid: th¬ng binh.
+ Martyr: liÖt sü
+ Intersection: ®êng giao nhau, ng·
ba, ng· t.
- Asks Ss read the model coversation
on page 50. Then read the list of
volunteer activities and the exact
things related to them.
- Gets Ss that one activity in the first
column can go with several activities
in the second column.
- Calls on some pairs to act out their
conversation.
Task 3.
- Elicits feedback from the class and
( 12 mins ) gives final comments.
Task 3
Talking about a kind of volunteer
work your partner in the previous
task do to help other people.
- Asks Ss to use transition signals
such as : also, beside, moreover,
furthermore, ... to make their talk
more coherent.
- Goes around to observe and collect
typical errors.
- Calls on some Ss to talk about one
activity their partner takes part in.
- T elicits feedback from the class and
gives final comments.
they go to Viet nam to compete.....
- Work in groups.
- Match each activity on the left
with corresponding activities on the
right.
- Read through the example in the
book.
- Work in groups to talk about one
activity their partner takes part in.
Eg: Lan usually takes part in
helping old or sick people. She
cleans up their houses. Besides, she
does shopping and cooks meals for
them. She also takes them to places
of interest. She enjoys the work very
much because she likes helping
people
4. Consolidation: ( 1 min)
- Summarises the main point of the lessson.
5. Homework: (1 min)
- Asks Ss to do the EXTRA EXERCISE as home work.
- Prepare for the next lesson: Unit 4- Listening.
Date of preparation: 12th,Oct,2014
Period 23 : Unit 4: Volunteer work
Lesson 3 : Listening
I. Objectives :
By the end of the lesson, Ss will be able to:
- Know more about volunteer work.
- Develop such listening micro- skills as intensive listening for specific information and
taking notes while listening.
II. Teaching methods: Integrated, mainly communicative
III. Teaching aids and materials: - Text book, cassette player, disc
IV. Teaching procedures
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check : (4mins.) Talk about the volunteer work you usually do to help people?
3. New lesson:
Stages /time
Warm up
(4mins)
Before
listening
(10 mins)
While
listening
(20 mins)
Teacher’s activities
Warm-up:
- 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?
Before listening
- 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
While listening
Task 1
- Asks students to read Task 1
silently
- Introduces the passage: It is about
May School in Ho Chi Minh city
- Asks students to listen to the tape
twice and fill in the missing
information
- Gives feedback and remarks.
Task 2
- Asks students to scan the given
Students’ activities
- 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
- Pair/ group works
- Read the questions silently.
- Listen to the tape
- Answer the questions
Key:
questions to set the contents of the 1.
It provides classes for
conversations need listening.
disadvantaged children in Ho
- Plays the tape and asks students to
Chi Minh city
listen and answer the questions.
2.
Dance, theater, singing and
- Asks students to write their
circus classes were set up in
answers on the blackboard.
1999.
- Has students listen to the tape 3.
Because they need money to
again to check these answers and
continue their English and
After
correct mistakes
Performance Arts classes.
listening
4.
They perform circus, theater,
(for
good
dance and singingat one of the
Ss)
largest hotels in Ho Chi Minh
(5mins)
city.
After listening
5.
Because they can contact
- Asks students to work in groups
sponsors and help to expand the
- Asks students to retell the story.
school activities.
- Asks a representative of each
group to talk in front of class
- Group works
- Gives remark and correct the - Retell the story
mistakes
- Discuss and perform in front of
class
4. Consolidation ( 1 min) :
- Summarizes the main points of this lesson.
5. Homework: (1 min):
- Asks Ss to learn new words and phrases by heart
- Asks Ss to prepare for the next lesson : Correct the written test N0 1
Date of preparation: 12th, Oct,2014
Period 24: Test correction
I. Objectives:
. - Giving remarks and correcting Ss’mistakes
II. Method: Mainly communicative
III. Teaching aids: Teaching plan; Ss’answer
IV. Procedure:
1. Class organization:
Class
Date of teaching
Attendances
2. Check-up:
Check Ss’ homework
3. New lesson:
A. The answer for the test
1. C
2. B
11.B
12.B
21.C
22.D
31.B
32.B
CODE 001
A.
B
K.
D
U.
B
EE.
C
CODE 002
B.
A
L.
B
V.
C
FF.
A
3. A
13.A
23.B
33.C
C.
D
M.
B
W.
A
GG.
B
4. A
14.C
24.C
34.A
D.
B
N.
D
X.
C
HH.
C
5. C
15.A
25.B
35.A
6. A
16.B
26.D
36.B
E.
C
O.
D
Y.
A
II.
D
7. B
17.C
27.C
37.C
F.
A
P.
C
Z.
A
JJ.
A
8. B
18.D
28.A
38.D
G.
C
Q.
B
AA.
B
KK.
B
9. D
19.A
29.C
39.C
H.
A
R.
D
BB.
D
LL.
C
10.A
20.A
30.B
40.A
I.
B
S.
B
CC.
C
MM.
A
B. T’s comments on Ss’answer
...................................................................................................................................................
...................................................................................................................................................
4.Consolidation: - Collect Ss’ answers.
5. Homework:
- Prepare next period: Unit 4- Writing
Date of preparation: 12th ,Oct, 2014
Period 25 : Unit 4: Volunteer work
Lesson 4: Writing
I. Objectives:
By the end of the lesson, Sts will be able to write a formal thank-you letter to a donor to
acknowledge the donor's contribution.
II. Teaching method: Integrated, mainly communicative
J.
C
T.
B
DD
A
NN
B
III. Teaching aids and materials: - Text book, sample writing
IV. Teaching procedures
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check: During new lesson
3. New lesson
Stages/time
Teacher's activities
Warm up. - Ask sts some qs:
(3mins)
+ Have you ever received help
from the others?
+ What do you usually do after
receiving their help?
+ How can you say thanks to
them?
- Introduces : Today you’re going
to learn how to write a formal
thank- you letter. Now we’re
going
to
revise
the
characteristics of a formal letter.
Task 1
(14mins)
1. Task 1:Read the letter and
underline the sentences that
express the following points.
- Ask sts to read the sample letter
on page 52 and discuss the
purposes of the letter in pairs.
(Purposes: To thanks a donor
for donation money.)
- Ask sts to do task 1 individually
and then exchange their results
with a partner.
- Call on one student to say out
his/ her answers before the class.
Others comment on.
- Correct and give the key
- Ask Ss to analyse the letter,
then introduces some other
expressions that can be used in a
formal thank-you letter by asking
Ss some questions:
+ What is the purpose of the first
sentence? ( To confirm that the
Ss' activitives
Whole class
- Answer T’s questions
- Do the task individually
- Take notes
+ The opening of the letter: Dear
Sir/ Madam,
+ The amount that is donated: I am
very happy to receive a donation of $
500 from your company some days
ago.
+ How the money is used: the money
will help us to repair the old school
building and build a new block of
flats for the handicapped students.
+ How the receipt is issued:We will
certainly issue a receipt as soon as
possible.
+ The gratitude to the donor: I
would like to express our thanks for
the donation from your company.
+ The closing of the letter: I look
forward to hearing from you soon.
writer received the donation of
$500)
+ What is the purpose of thefinal
paragraph?( To thank the
company for the donation and
state what action the writer
expects the recipient to take)
Task 2
(25mins)
2. Task 2:Writing a formal
thank-you letter:
- Gets sts to read the instruction
carefully before writing.
- Calls one or two sts to write on
the board.
- Goes around to offer help.
- Asks sts to exchange their
writing with another Ss for peer
correction.
- Goes around
and corrects
mistakes and errors.
- Do the task
*Sample writing:
254 Hill Road, Los Angeles
20th October, 2008
Dear Sir,
I’m very happy to recieve a
donation of one million dong from
your company two days ago. I think
that the money will help us to build a
school library. We will certainly
issued a receipt as soon as possible.
I would like to express our
faithful thanks for the donation from
your organization and hope to get
more assistance and co-operation
from your organization in the future.
Yours faithfully,
Secretary
School Building Fund.
- Asks sts to look at the board and
correct the two sts' writing.
- Check and copy down if necessary
- Finally, provides general
comments on the letter.
4.Consolidation:(1min)
- Summarise the main points of the lesson.
5.Homework:(1min)
-Ask sts: + to complete their writing.
+ to do "writing" part in sts' book.
+ to prepare for the next lesson: Unit 4 : Language focus.
Date of preparation: 20th, Oct,2014
Period 26 : Unit 4: Volunteer work
Lesson 5: Language focus
I. Objectives:
By the end of the lesson, Sts will be able to:
- Distinguish the sounds /w/ and/j/.
- Use gerunds, present participles, perfect gerunds and perfect participles
appropriately.
II. Teaching methods: Integrated, mainly communicative
III. Teaching aids : Textbook, cassette player, disc
IV. Procedure:
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check: Check up during new lesson
3. New lesson
Stages/time
Teacher's activities
Pronunciation *Listen and repeat:
( 10mins)
- Models the two sounds /w/ and /j/
for few times and explains the
differences in producing them.
- Plays the disc (or reads) once.
- Asks sts to pronouce the words
containing these sounds.
- Plays the disc (or reads) again for
sts to repeat after the disc.
*Practise sentences:
- Gets sts to read the sentences then
underline the words with the sounds
and write /w/ or /j/ under them.
- Calls some sts to read the
sentences and gives feedback.
Grammar
* Grammar:
( 20 mins)
A. Gerund:
A gerund is the Verb – ing form.
- The gerund can be used in the
following ways:
∗
as subject of a sentence:
Skiing can be dangerous.
∗
as complement of a verb.
∗
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.
B. Present participle:
indicate action, more like a verb or
an adj.
Ss' activitives
- Listen to the teacher
- Listen and repeat
- Read the sentences
- Listen to the teacher and write
down
- Give more examples
- As a verb in the continuous tense.
- As an adjective.
- To replace a relative clause.
- To replace S + V..
- After verbs of perception in the
pattern:
V + Object + Present participle.
Verbs: catch, find, watch, look, see,
leave...
- With the verbs spend/ waste in the
pattern:
V +time/ money + present
participle.
C. Perfect gerund:
Having + PII.
+ It is the perfect form of gerund.
+ It is used to refer to a past action.
Perfect participle: Having + PII.
+ It is the perfect form of present
participle.
+ It is used when one action - Work in pairs
Practise
happens before another action.
Key:
( 12 mins)
* Practise :
1. parking 2. hearing
Exercise 1
3. bending 4. behaving
- Asks students to do exercise 1 in
5. meeting 6. spending
pairs
7. waiting
- Checks and gives correct answers
4.Consolidation (1 min)
- The main points of the lesson.
5.Homework (1 min)
- Ask sts to do "Language focus" part in sts' book
- Prepare for the next lesson: Unit 4- Language focus (p2)
Date of preparation: 20th, Oct,2014
Period 27 : Unit 4: Volunteer work
Lesson 6: Language focus (p2)
I. Objectives:
By the end of the lesson, Sts will be able to:
- use gerunds, present participles, perfect gerunds and perfect participles
appropriately
- do exercises
II. Teaching methods: Integrated, mainly communicative
III. Teaching aids needed: Textbook, cassette player, disc
IV. Procedure:
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check: Check up during new lesson
3. New lesson
Stages/time
Teacher's activities
Warm up
( 10mins)
Practise
( 32 mins)
Ss' activitives
- Give Ss some words : yes, west, - Look at the words
want, wish, yet, yellow, university...
- Ask Ss to read these words
- Read the words
- Listen and give feedback
* Exercise 2:
- Ask Ss to do E.x individually
- Call on some Ss to give answer
- Correct and give feedback
* Exercise 3:
- Asks students to do exercise 3
- Checks the answers and corrects
- Gives feedback
* Further practise:
- Ask Ss to do E.x: Give the correct
foem of the verbs in brackets
1. I hate…………………..(see) a
child ………………….(cry).
2. I caught him……………………
(climb) over my wall.
3. soon got the machine
- Do E.x individually
* Suggested answer:
1. passing
2. burning/rising
3. reading
4. lying
5. shopping
6. preparing
7. trying
- Do exercise 3
* Suggested answer:
1. having deserted
2. having failed
3. having made
4. having been
5. having been
6. having tied
7. having read
8. having taken
- Do E.x
* Suggested answer:
1. seeing/ crying
2. climbing
3. worked
4. spending
……………………(work) again.
4. They left the restaurant, after
………………………………(spend)
two hours over lunch.
4.Consolidation (1 min)
- The main points of the lesson.
5.Homework (1 min)
- Ask sts to do "Language focus" part in sts' book
- Prepare for the next lesson: Unit 6- Reading
Date of preparation: 20th, Oct,2014
Period 28: Unit 6: Competitions
Lesson 1: Reading
I. Objectives:
By the end of this lesson, students will be able to:
- 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 topicg
II. Method: Intergrated mainly communicative
III. Teaching aids: Textbook, some photos
IV. Procedure:
1. Class organization: (1min)
Class
Date
Attendance
Absentees
2. Oral check: Check up during new lesson
3. New lesson:
Stage
Warm up
(5mins)
Before
reading
(7mins)
While
reading
(25mins)
Teacher’s activities
Warm-up :
- Asks students to look at the
photos in their books and match
them with the words in the box.
Students’ activities
- Give answer with photos
* Suggested answers :
a. Quiz “ Road to Olympia”
b. London Marathon
c. Sao Mai Singing Contest
d. Olympic Games
I. Before reading
- Ask Ss to answer the questions in
pairs
- Work in pairs to give answer
- Call on some pairs to answer
- Introduces some new words.
1. Recite (v): to say a passage, a
- Read the new words
poem aloud from memory.
2.Poem (n)
Poet (n) : a person who write
poems
Poetry (n)
orrect and give feedback
- Read the new words and ask Ss
to read
II. While reading
1. Task 1: Matching
- Ask Ss to work in pairs to do the
- Do Task 1.
task
Suggested key:
- Ask Ss to read the text to find the 1. d
2. f
3.e
4.c
5. b
6. a
meaning if necessary.
- Call on some Ss to give answer
2.
Task 2: Answering the
questions
- 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
3. Task 3: Completing the
sentences
- Asks students to do task 3.
- Asks representative of each
group to give oral answers and
write them on the board.
Suggested key:
1. in activity 5 , Hung was unable
to recite the last sentence of the
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 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
4. Consolidation :(1min)
Give the main points of the lesson : new words , the main ideas of the passage
5. Homework : (1min)
- learn by heart all new words and summarize the lesson
- Prepare for new lesson: Unit 6- Speaking
Date of preparation: 25th.Oct. 2014
Period 29: Unit 6: Competitions
Lesson 2: Speaking
I. Objectives:
By the end of this lesson, students will be able to:
- ask for and give information about types of competitions
- talk about a competition or contest
II. Methods: Intergrated mainly communicative
III. Teaching aids: Textbook, pictures, board
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
Absentees
2. Check old lesson (5 mins): Summarize the passage and answer some questions
3. New lesson:
Stages/
Teacher's activities
Sts' activities
time
Warm -up Warm-up
(5mins)
-Prepare pictures of the 3 famous TV - work in whole class
game shows “ Who wants to be
- Guess the meaning of the new
amillionaire ? ”“ Viet Nam idols ” “
words
Chuyen nho ”
- Give answers
-Show the pictures to Ss and get them - Listen to the teacher
have the names of the games in
Vietnamese.
-Elicit what Ss know about these
games
- Introduce the topic of the lesson
Before
“ Talking about competition and
speaking contests.”
(10mins) I. Before speaking
1. Task 1
-Introduce the task and have Ss to do - Do task 1 and give answers
it individually and then compare their - Give the meaning of new words
answers with a partner
- Compare their answers with a
- Elicit the meaning of the new words partner
While
speaking
(10mins)
-Call on different pairs to report their
answers
- Encourage Ss to explain why they
like or dislike a game / contest
II. While speaking
1. Task 2
- Introduce the task and call on one or
two pairs of Ss to read aloud the
sample dialogue.
-Go over the table of useful
expressions on page 69 and explains
new words
-Have Ss make similar conversation
to
-Call on different pairs to perform
their conversations.
-Elicit comments from the class and
provide feedback
III. After speaking
1. Task 3
-Ask Ss to choose a famous TV game
/ talent show or competition / contest
and work out details about it.
-Go around to offer help
-Call on each group to come to the
front and give name the famous TV
game / talent show or competition /
contest.
- explain why they like or dislike a
game / contest
- 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.
- What do you think of the Athletics
After
Meeting?
speaking
Oh, it’s exciting. It’s a good
(12mins)
chance for physical training. You
will look athletic and healthy.
- Do task 3 in groups
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 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.)
4. Consolidation (1min): Give the main points of the lesson : ask for and give information
about types of competitions; describe a recent competition or contest
5. Homework (1min) : - Describe a recent competition or contest
- Prepare new lesson: Unit 6- Listening
Date of preparation: 25th,Oct,2014
Period 30: Unit 6: Competitions
Lesson 3: Listening
I. Objectives:
By the end of this lesson, students will be able to:
- develop extensive listening skills
- use the information they have listened to for other communicative
tasks
II. Method: Intergrated mainly communicative
III. Teaching aids: Textbook, casette player
IV. Procedure:
1. Organization (1min):
Class Attendances
Teaching date
Absentees
2. Check old lesson (5mins): describe a recent competition or contest
3. New lesson:
Stages /time
Teacher’s activities
Students’ activities
Warm up
Warm up
- Rearrange the letters
(4mins)
-Divide class into 4 groups
Answers
-Give each group 4 words whose
1.racing
2.running
letters are jumbled and ask Ss to
3.race
4.champion
rearrange the letters to make good
words
Letters
Before
1.cirang
2.nurning
listening
3.crae
4.conpahim
(8 mins)
I.Before listening
- Introduce the topic of the lesson
- Answer T’s questions
by using the picture in the textbook
-Give questions
1. What do you see in the picture ?
2. What event is it ?
3.Where do you think the Boston
Marathon mihgt take place ?
4. Who can participate it ?
- Help Ss pronounce the words in
- Listen then repeat after the teacher
While
the book correctly.
listening
II. While listening
(20 mins)
1. Task 1 : Decide true/false
statements
-Have Ss to read through the
statements to understand them and
underline key words.
-Play the tape ( or read the
tapescript ) once
or twice for Ss to listen and do the
task 1
- Ask Ss to check their answers with
the partner
-Check the answers with the whole
class.
2. Task 2 : Answer the questions
-Encourage Ss to read through all
the questions, identify the
information they need to look for in
each question by finding the key
words
“ what, where, how, when ”
-Play the tape again for Ss to listen
and answer the question .
After
- If many Ss can not complete the
listening
task , T should play the tape again
(for
good and pause at difficult points .
Ss)
III. After listening
(5mins)
-Introduce the task : Ss talk about a
famous Vietnamese runner or
sportsman / sportswoman that they
like.
- Put Ss in small groups of 3 or 4 .
-Go around to check and offer help
- Call on the representatives of each
group to talk abouttheir favourite
sportsman / sportswoman, without
telling the class the name of this
person. Other groups will try to
guess who this person is.
-Individual work
-Answers
1.T
2.T
3.F ( 2 hours 50 minutes and 10
seconds)
4.F ( 1967)
5.T
6. F (pass through 13 towns and
ends in centre of Boston )
- Individual work
- Answer :
1. New York
2. in 1972
3. 8
4. 6164
- Individual work
- Present their answers
4. Consolidation(1 min) : Give the main points of the lesson : Listening passage
5. Homework(1min) : - Summarize the listening passage
- Prepare for new lesson: Unit 6- Writing
Date of preparetion: 25th,Oct,2014
Period 31: Unit 6: Competitions
Lesson 4: Writing
I. Objectives:
By the end of this lesson, students will be able to write a letter to reply to the
request of information.
II. Methods: Intergrated mainly communicative
III. Teaching aids: Textbook, board markers
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
Absentees
2. Check old lesson (5mins): Summarize the listening passage
3. New lesson:
Stages/time
Teacher's activities
Ss' activitives
Warm up. Warm - up:
-Individual work
(3mins)
-Ask Ss to give the names of such Eg :
TV shows they have watched
The Magic Conical Hat ;Vietnam Idol
- Introduce new lesson
;Who wants to be the millionaire ?
;Chuyen Nho; Not Nhac Xanh
Before
Hat Voi Ngoi Sao ;Vuot Len Chinh
writing
Task 1
Minh...
(10mins)
-Ask Ss if they want to
participate in a competition, what - Individual work
information about the
When?(the date and time)
competition they would like to
Where?(the venue)
know and would look for. T
Who?(who can participate, who are
writes the answers on the board
the hosts/judges, who to contact,ect)
- Get Ss to read the letter in task
How?(how to apply to participat, how
1 individually
the contest proceeds, how the
- Ask Ss to indentify who wrote
candidates’ performance is
the letter, for what purpose, what assesses,etc)
information she requested and
What?(what is expected of the
compare their answers with the
candidates, what the award is)
ideas on the board
While
Task 2
- Individual work and pair work
writing
- Get Ss to read the requirement
* A sample letter:
(15mins)
of task 2 and work out with a
English for the World
peer what they need to include in 106 Tran Hung Dao St, Hoan Kiem
the reply letter and what kind of
District
language(formal or informal)
Hanoi
they need to use.
October
- Get Ss to write their own letters
in 10 minutes
- Ask Ss to get in pairs, exchange
their letters and correct each
other
- Go around to offer help
18,2007
Dear Thu Trang,
Thank you for your interest in our
English Speaking Competition. Here
is the information that you request.
Date and time:8:30p.m, October 25,
2006
After writing
Venue: 106 Tran Hung Dao
(9mins)
- Choose one or two letters and
Number of participant: 25
reads it/them to the class
Entry procedure: Candidates fill an
- Elicit corrective feedback from application form to participate
the class and gives final
We encourage you to apply to
comments afterwards. T should
participate by 4p.m, October 20.
draw Ss’ attention to the format
Because this year we limit the
of the letter, the organization of
number of participants to only 25,
ideas and language use.
application submitted late will not be
considered.
For further information, please
contact me on 9838188 or email me
at Englishclub06@yahoo.com
We wish you good luck at the contest
and look forward to seeing you there.
Best regards
Kate Johnson
Secretary
4. Consolidation (1min) : Give the main points of the lesson : how to write to ask for and
give information about competitions
5. Homework (1min) : - write about competitions
- Prepare for new lesson: Unit 6: Language focus(p1)
Date of preparation: 25th,Oct,2014
Period 32: Unit 6: Competitions
Lesson 5: Language focus(p1)
I. Objectives:
By the end of this lesson, students will be able to:
- distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and
sentences containing them correctly
- understand reported speech with gerund and use these structures to
solve communicative tasks
II. Methods: Intergrated mainly communicative
III. Teaching aids: Textbook, hand-outs
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
Absentees
2. Check old lesson:(5mins) write about competitions
3. New lesson:
Stages/time
Teacher's activities
Ss' activitives
I.Pronunciation
Pronunciation *Distinguish the sounds
- Whole class
( 10mins)
-Model the three letters / tr /, / dr / ,
/ tw /
- Individual work
-Ask Ss to read the words in each
- hear the words containing these
column out loud inchorus for a few clusters
more times.
-Call on some Ss to read the words
-Work in pairs
out loud.
- Whole class
-Listen and correct if Ss pronounce
the target words incorrectly.
* Practising sentences
-Ask to work in pairs and take turn
to tead aloud the given sentences.
-Go around to listen and take note
of the typical error.
-Call on some Ss to read the
sentences again and provides
Grammar
corrective feedback
( 15 mins)
II. Grammar
Presentation
-Review reported speech with
gerund
+ Form : Verb + OBJECT +
preposition + (NOT ) V-ing
thank
For
- Listen and write down
congratulation
on
accuse
of
warn
prevent
stop
…
+
obj
+
against
+v-ing
from
from
Ex 1 : “I’m sorry I’m late”.
Peter apologised for being late.
* apologised for / insit on / dream
of…+ v-ing
Ex 2 : “ No, I didn’t borrow your
dictionary!”.
Paul denied borrowing my
dictionary.
* deny/ suggest / admit / lok
forward to / think of …+ v-ing
- Some verbs with prepositions
- Some verbs do not need a
preposition :
*He stopped smoking because of
his bad health.
* She suggested going out for a
change.
* I admitted meeting some
difficulties in my work.
-Call on some Ss to remind that
time and place references often
have to change in reported speech :
Exercise 1 :
Answer :
1.John congratulated us on passing
our exam.
2.Mary apologised for not phoning
me earlier.
3.Peter insisted on driving Linda
to the station.
4.The teacher acuused the boys not
paying attention to what he had
said.
Practise
5.Bob has always dreamed of
( 12 mins)
Practice
being rich.
Exercise 1 :
6.I warned Ann against staying at
-Have Ss do Exercise 1 individual
the hotel neat the airport.
and then find a partner to check
7.Her mother prevented Jane from
their answers with.
going out that night.
- Check with the whole class and
8.Miss White thanked Jack for
provide corrective feedback
visiting her.
4. Consolidation(1min) : Give the main points of the lesson : Reported speech with gerund
5. Homework (1min): - Do exerrcises in the textbook
- Prepare for new lesson: Unit 6- Language focus(p2)
nd
Date of preparation: 2 ,Nov,2014
Period 33: Unit 6: Competitions
Lesson 5: Language focus(p2)
I. Objectives:
By the end of this lesson, students will be able to:
- distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and
sentences containing them correctly
- understand reported speech with gerund by doing exercises
II. Methods: Intergrated mainly communicative
III. Teaching aids: Textbook, hand-outs
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson(5mins): Check Ss’ homework
3. New lesson:
Stages/time
Teacher's activities
Ss' activitives
Warm- up
Warm up:
( 5mins)
Have students read some words:
traffic
drive
twelve
- Read the words
troops
dreadful
twenty
trousers
drink
twin
tropical
dress
twinkle
Practise
( 18 mins)
Exercise 2:
- Have Ss do Exercise 2 individual
and then find a partner to check
their answers with.
- Check with the whole class and
provide corrective feedback
Further
practise
( 14 mins)
* Further exercise: Rewrite these
sentences
1. He said : “ congratulation!
You’ve passed the exam “
-> He
2. “ Thank you for your help “ she
said
- Do E.x individually
* Key:
1. Tom insisted on paying for the
meal.
2. Mr and Mrs Smith looked
forward to meeting their children
soon.
3. the boy denied bkreaking the
window of the woman’s house.
4.The policeman stopped the
customer from leaving the shop.
5The thief admitted stealing
Mrs.Brown’s car.
6.Ann suggested having a party the
next Saturday.
7. John and his wife were thinking
of buying the house.
- Do exercise
* Key:
1. He congratulated me on passing
the exam
2. She thanked me for helping
3. they warned me of going out in
- > She
3. They said “ You mustn’t go out
in the evening “
-> they
4. My mother told me :” Why don’t
we go shopping ?”
- > My mother
5. they said “ I’m sorry I’m late “
- > They .
the evening
4. My mother suggested going
shopping
5. They apologised for being late
4. Consolidation(1min) : Give the main points of the lesson : Reported speech with gerund
5. Homework (1min): - Do exerrcises in the textbook
- Prepare for new lesson: Test yourself B
Date of preparation: 2nd, Nov,2014
Period 34: Test yourself B
I. Objectives:
After this lesson, students will be able to review what they have learn in unit 4 and 6
by doing exercises
II. Methods: Integrated, mainly communicative
III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: During new lesson
3. New lesson:
Stages/time
Teacher's activities
Listening
(10 mins)
I. Listening(2.5 points) (10 minutes)
- Ask students to read all the
sentences first
- Ask students to listen to the tape
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.
Reading
( 10 mins)
II. Reading (2.5 points) (10 minutes)
- Present the task:
- Ask pupils to work in groups to
compare the answers they have
already done to find the correct ones.
- Give the correct answers to the class:
- Keys: 1D, 2B, 3B, 4C, 5C.
Pronunciation III. Grammar(2.5 points)
and grammar (10 minutes)
( 10 mins)
- Present the task:
a/ Ask students to listen and put a tick
in the right box.
b/ Let students finish each of of the
following sentences in such a way
that it has the same meaning as the
original sentence.
Writing
Sts'activities
- Look at the book and listen to
the task
- understand the task
- Read the questions
- Listen to the tape
- Listen again and say the
statements are true or false.
- Listen and discuss in groups
to find the correct answers:
1A, 2B, 3D, 4C, 5B.
- Work in groups to discuss
about the passage
- Finish the task
- Write the answers on the
board
- Listen to the teacher and
correct the answers
- Listen to the teacher
- Work in groups
- Show the answers in front of
the class.
- Observe the keys and correct
their anwres.
* Key:
a. 1. play, 2. drive, 3. twice,
4. proud
b. 1. taking, 2. to go, 3.
smoking, 4. saying, 5. do, 6.
( 12 mins)
IV. Writing (12 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.
going, 7. to make.
- Students work in groups and
practise writing.
- Two students go to the board
and write.
- Give the writings by reading
aloud.
- Read the writing carefully.
- In groups or in pairs.
- Compare the results with the
other groups
- Correct mistakes
4. Consolidation (1min)
- Summarises the main points of the lesson.
5. Homework (1min)
- Asks Ss to redo the Test yourself A & redo all of exercises from unit 4 to unit 6.
- Prepare for the next lesson: Written test 1- Time : 45 minutes.
Date of preparation: 9/11/2014
Period 35: Written test
I. Objectives:
. - Check Ss’ knowledge after having taught 2 units (4 and 6) & adjust T’s method of
teaching to suit Ss’ levels.
- Help Ss consolidate & systematize the knowledge they have learned
II. Method: integrated skills
III. Teaching aids: question and its key
IV. Procedure:
1. Class organization:
Class
Date
2. Check-up:
Attendance
Absentees
No checking
3. New lesson:
T: Give Ss question
S: Do the test in 45 minutes
4.Consolidation:
- Collect Ss’ answers.
5. Homework:
- Prepare next period
The 33th period
Revision
Grammar.
1. Gerund and present participle
2. Perfect gerund and perfect participle
GERUNDS
A gerund = the -ing form of a verb
-“The gerund” được sử dụng như một tân ngữ của động từ. Là một tân ngữ trực tiếp,
nó được sử dụng sau các động từ như:
VERB + GERUND
-enjoy
-appreciate
-mind
-quit (give up)
-finish (get
---through
-stop
-avoid
-postpone (put -keep (keep on)
-discuss (talk about
-suggest
off)
-consider (think
-mention
-delay
about)
GO + GERUND
(a) Did you go shopping?
(b) We went fishing yesterday.
---> Go is followed by a gerund in certain idiomatic expressions to express, for the
most part, recreational activities
GO + GERUND
go birdwatching
go boating
go bowling
go camping
go canoeing
go dancing
go fishing
go hiking
go hunting
go jogging
go mountain climbing
go running
go sailing
go shopping
go sightseeing
go shaking
go skiing
go sledding
go swimming
go tobogganing
go window shopping
EG: John gave uo smoking because of his doctor’s advice
Iam not looking forward to meeting him.
-“ the gerund” được sử dụng dau một “tính từ + giới từ” như:
Absorbed in, accustomed to, afraid of, amused at , angry with, angry at, ashamed of,
arwre of, (in) capble of, careful(about)in, excited about, keen on , nice about, different
from, embarrassed at, slow in, sorry for, tired of(from)….
EG: Alice is fond of dancing
We are accustomed to sleeping late on weekend
-“ The gerund” được sử dụng sau một số thành ngữ sau:
Can’t b ear, can’t face, can’t stand, can’t help….
EG: He couldn’t help asking me: “ Isn’t anything else you can do for her?”
I didn’t feel lile talking to him after what had happened.
-“ the gerund” được sử dụng như một tân ngữ trực tiếp của một tính từ trong
những câu với chủ ngữ giả “ It”
EG: It’s no use reading th is kind of book.
-“ the gerund” được sử dụng sau một số tính từ khác như:
Amusing , comfortable, difficult, easy, great,hopless,lovely, nice, off,plesant,
-“ the gerund” đuợc sử dụng sau” danh từ + giới từ” như:
Choice of, excuse for, possility of, intention of, reason for,…
-“ The gerund” được sử dụng sau một số động từ sau: call, catch.
Discover,feel,find,hear,get,imagine,get,kp,leave,n otice, see,send,set, stop,….
EG: I felt him looking at me now and again.
Ellen had notice me talking ưith the landlady.
-“The gerund” được sử dụng như một ngữ trạng từ , đi sau các liên từ như: ưhile,
when, if,…
EG: He continued to speak while walking down the path..
-- To be continued –
Participles
There are three kinds of participles in English: present participle, past participle and
perfect participle. You probably know the first two from certain tenses and adjective
forms. Apart from that, participles are also used to shorten sentences.
Present Participle
The present participle is the ing-form. You surely know this form:
* from progressive / continuous tenses (e. g. Present Progressive) – I am speaking.
* as an adjective form – The film is interesting.
* as a gerund – He is afraid of flying.
Not the exceptions in spelling when adding 'ing':
Exception Example
final e dropped (but: ee is not changed) come – coming (but: agree - agreeing)
final consonant after short, stressed vowel is doubled sit – sitting
final consonant l after vowel is always doubled (in British English) travel – travelling
Final ie becomes y lie – lying
The present participle can be used to describe the following verbs:
come, go, sit
Example: The girl sat crying on the sofa.
The present participle can also be used after verbs of the senses if we do not want to
emphasise that the action was completed. (see Infinitive or Ing-Form)
feel, find, hear, listen to, notice, see, smell, watch
Example: Did you see him dancing?
Furthermore, the present participle can be used to shorten or combine active clauses that
have the same subject.
Example: She left the house and whistled. – She left the house whistling.
Past Participle
The past participle is the participle that you find in the third column of lists with irregular
verbs. You surely know this form:
* from perfect tenses (z. B. Present Perfect Simple) – I have spoken.
* from passive voice – The letter was written.
* as an adjective form – I was bored to death.
For irregular participle forms see third column of irregular verbs. Regular verbs form the
past participle by adding ed, however, note the following exceptions in spelling:
Exceptions when adding ed Example
after a final e, only add d love – loved
final consonant after a short, stressed vowel
or l as final consonant after a vowel is doubled admit – admitted
travel – travelled
final y after a consonant becomes i hurry – hurried
The past participle can also be used to shorten or combine passive clauses that have the
same subject.
Example: The boy was given an apple. He stopped crying. – Given an apple, the boy
stopped crying.
Perfect Participle
The perfect participle can be used to shorten or combine clauses that have the same
subject if …
* … one action (the one where the perfect participle is used) is completed before the next
action starts.
Example: She bought a bike and cycled home. – Having bought a bike, she cycled home.
* … one action has been going on for a period of time when another action starts.
Example: He had been living there for such a long time that he didn't want to move to
another town. – Having lived there for such a long time, he didn't want to move to
another town.
The perfect participle can be used for active and passive voice.
* active voice: having + past participle (Having cooked, he set the table.)
* passive voice: having been + past participle (Having been cooked, the food looked
delicious.)
II. PERFECT GERUND AND PERFECT PARTICIPLE:
- Cách dùng tương tự Present Participle & gerund nhưng về mặt ý nghĩa, nó diễn tả
hoặc nhấn mạnh sự hoàn thành của 1 hành động
Eg1: Finishing my homework, I went to bed: Sau khi làm xong bài tập tôi đi ngủ
Having finished my homework, ... : Sau khi đã làm xong bài tập ...
* Câu thứ hai nhấn mạnh việc đi ngủ chỉ xảy ra sau khi đã làm xong bài tập.
Eg2: I approve of helping the poor: Tôi đồng ý với việc giúp đỡ người nghèo
I approve of having helped the poor: Tôi đồng ý với việc các bạn đã giúp đỡ người
nghèo
* Câu thứ hai diễn tả ý giúp đỡ người nghèo này đã xảy ra rồi.
- Perfect gerund:
Eg: I had had dinner and then I went out for a walk last night.
~~> Having had dinner, I ...
* Use: Rút gọn & diễn tả 1 hành động xảy ra trước 1 hành động khác/
- Perfect participle:
Eg: The denied having been there.
PREP/ VERB + HAVING V3
* Use: diễn tả hành động xảy ra trước hoặc ko xảy ra trước.
The 38th period
Date: 24/ 10/ 2010
Grade 11
Review and test preparation Lesson 2
grammar:
Reported speech with infinitive(s): (Câu tường thuật với động từ nguyên mẫu)
Với loại câu này có kiểu câu chính là:
1. Reported requests and orders (Tường thuật yêu cầu và mệnh lệnh):
Với loại tường thuật này ta có thể sử dụng mẫu tường thuật:
to tell/ask someone to do something
- My teacher told me to listen to her
- She asked me to shut the door
Dạng phủ định: to tell/ask someone not to do something
- My teacher asked me not to talk in the class.
2. Reported offers and suggestions (Tường thuật lời đề nghị giúp đỡ và sự đề
nghị).
Trong loại câu này chúng ta thường sử dụng các động từ: offer, promise, refuse,
agree, threaten, hope, wish,…. Với công thức như sau: S +reported verb+ to –
inf
- She promised to do her homework.
Chúng ta cũng có thể sử dụng các động từ như: remind, warn, advise, invite,
allow, ….. với công thức sau:
S +reported verb+ object + to-inf
- My Mom reminded me to go to school early.
Reported speech with Gerund
Use: We use reported speech with Gerund in order to report feelings or suggestions. (để
tường thuật cảm xúc hoặc lời đề nghị ....của ai đó,)
S + V + (not) Gerund phrase
S + V + (O) + prep + (not) Gerund phrase
* Thường dùng với một số động từ sau:
suggest
admit
deny...
insist on
think of
dream of
look forward to
apologize (sb) for…
accuse sb of
thank sb for
congratulate sb on
prevent sb from
warn sb against…
* Note: Change Subject Pronouns, Object pronouns, Possessive adjectives,... in reported
speech
- First person (I , We) → S
- Second person (You) → O
- Third person (He, she, it, they) → unchanged
Change the verb tense if the introducing verb is in past tense.
“You didn’t pay attention to what I said,” the teacher said to him
→ The teacher accused him of not paying attention to what she had said.
The 39th period
Date : 22/ 10/ 2010
Grade 11
English written test
Class: 11
time: 45 minutes
Name……………………………………
Class…………………………………..
I. Put each verb in brackets in a suitable form.(2.5point)
1. Nick ( lie) down on the glass for a while, next to some tourists who ( feed )(1)
…………….. the ducks on the pound.
2. Sorry, I (not answer)(2) ………………the phone . I ( have)(3)……………a shower.
3. Last night she spent hours on her homework but she( can not)(4)……………..do it
although the teacher ( explain)(50)………………carefully in class .
4. It is easy (see)(6) …………….animals in the road in daylight but sometimes at night
it is difficult(avoid)(7)…………..(hit)…………….
5. I caught him (climb)(8)………………over my wall. I asked him (explain) (9)
………….but he refused (say)(10)…………anything,
II. Rewrite the following sentences so that the meaning of them don’t change.(3.point)
1. She crossed the road . I saw her.
->I saw her………………………………………………….
2. I knew that he was poor. I offered( de nghi) to pay his fare
-> Knowing that ……………………………………………
3. He was foolish. He left the firm.
-> He was …………………………………………………..
4. The film was boring. I didn’t watch it
-> The film ……………………………………………………..
5. He found no one at home .He left the house in a bad temper( tuc gian)th
-> Finding ……………………………………………………………
6. My son has a lot of books that he can read.
-> My son has…………………………………………………..
III. Read the passage and then answer the questions that follow.(2 point)
Last Monday morning , Mrs. Brown was in her bedroom getting ready to go to work
when suddenly she saw a mouse, so she creamed and jumped up on a chair because
she was frightened( so hai). Then she had a good idea. She jumble up and ran
downstairs to get her cat, Tiger.
At first she couldn’t find him anywhere, but finally she found him under the
kitchen table. Quickly, she grabbed him under her arm and run back upstairs, Mrs
Brown hurried into the bedroom and put Tiger on the floor> Then she got up on the
chair again. Unfortunately, Tiger was scared too( ho¶ng sî), so he leapt onto her
shoulder. That a coward (nhót nh¸t)!
1. What happened to Mrs. Brown last Monday?
…………………………………………………………….
2. What did she name her cat?
…………………………………………………………………
3. What did her cat do when she got up on the chair again?
………………………………………………………………….
4. What do you think of her Tiger?
IV. Make complete sentences using the cues below.
1. It/ kind/ you/ help me
……………………………………………..
2. The friendship/one/ most/ important things
……………………………………………………………
3. boy/ happier/ if / he/ have /another child/ play with
…………………………………………………………..
4. my/personal experience/ robbing/ beautiful pen l my friend
…………………………………………………………….
5. I/ sorry /disappoint you / but / I / not let/ have/ any more money/ till/ end / month.
……………………………………………………………………….
Date of preparation:9/11/2014
Period 36: Unit 7 : World Population
Lesson 1: Reading (p1)
I. Objectives:
By the end of the lesson ,students will be able to understand more about the
world population
II. Methods: Integrated, mainly communicative
III. Teaching aids: Textbook, some photos of music
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: No Checking
3. New lesson:
Stages/ time Teacher's activities
Warm up
Warm-up:
(7 mins)
- Ask students close the book
-Ask students to answers some
questions:
1. Are all the people in the same
family?
2. Is it good to have many children?
3 .What will happen if every family
have a lot of children?
-Lead in : today we are learn
Before
about world population
reading
(15mins)
I Before reading
- Discussing the pictures
- Ask Ss to look the pictures on page
80 then answer the questions:
1. Who can you see in the first
picture?
2. How many children does the man
have?
3. How is the house which his
family live in?
4, What does the man do to earn his
living?
5. What do two pictures tell you?
* Pre – teaching vocabulary
- To double: t¨ng gÊp ®«i
- Average(a) b×nh thêng, trung b×nh
- Birth- control methods: c¸c biÖn
ph¸p h¹n chÕ sinh ®Î
- Family planning: khh g®
It is time sb did st: ®· ®Õn lóc ai ®ã
ph¶I lµm g×
Ex: It is time he came back home
To continue to do st
Ex: It continued to rain heavily
While
reading
(20 mins)
II. While reading
Setting the scene
You are going to read a passage
about the world population. While
Sts' activities
- Listen to the teacher and
answer the questions
- Listen to the teacher and open
the book – Unit7, part A:
reading
- Answer the questions:
1. A family with too many
children
2. 6 children
3. They live in an old mud and
draw cottage
4. He is unemployed so he has
to do manual work
5. The first picture tells us that
if we have a big family, we
may not support our children
properly and give them a good
life and education
The second picture indicates
that population explosion can
lead to poverty and
unemployment
- Take notes and practice
reading vocabulary
you read, doing the tasks in text
book
1. Task 1: Gap-filling
- Ask Ss to read the words in the box
then complete each sentence with a
suitable word
- Ask Ss to work individually to do
the task
- Ask Ss to exchange their answers
with other Ss
- Call some of them to answer and
give the feedback
- Pay attention
- Individual work and pair
work
* Suggested answer:
1. although
5. figures
2. method
6. limit
3. increases
7. international
4. resources
8. control
4. Consolidation (1min) : give the main points of the lesson : New words and task 1
5. Homework(1min) : - Learn by heart all new words and translate the passage
- prepare for new lesson : Unit 7- Reading
Date of preparation:17/11/2014
Period 37: Unit 7 : World Population
Lesson 2: Reading(p2)
I. Objectives:
By the end of the lesson ,students will be able to understand more about the
world population
II. Methods: Integrated, mainly communicative
III. Teaching aids: Textbook, some photos of music
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson (5mins): Ss write new words
3. New lesson:
Stages/ time Teacher's activities
Warm up
Warm-up:
(7 mins)
Lucky number
1. Can you sing a song?
2. lucky number
3. The noun of populate
4. Which continent has the biggest
population?
5. the synonym of ‘country’ - nation
While
reading
(20 mins)
II. While reading
2. Task 2: Answer the questions
-Ask students to read the passage
again then answer the questions
- Ask students to answer the
following questions
- Ask students look through the
passages then try to answer the
questions in right way
- Let them work in pairs
- Help students if necessary
(the answers in the passage)
After
reading
(for good
Ss)
(10 mins)
III. After reading
- Ask students to work in groups to
discuss find out five world largest
countries i population. say where
they are and which is the richest and
which is the poorest country
-Go around to help the groups when
necessary
-Call on some groups to answer the
question
- Listen to students and correct
mistakes
Sts' activities
- Play the game
Listen to the teacher
- Try to answer the questions
Keys :
1.the population of the world in
10,000BC was 10 million.
In1750 it was 6225 million; in
1850 it was 1300million
,in1950 it was 2510 million
2,by the year 2015 the
population of the world is
expected to be over 7 billion
3,some scientists say it can ,but
others say it can’t
4. no, they don’t
5,because they know of no safe
way to have fewer children
- Listen to the teacher
-Discuss and find out five
world largest countries in
population
Location of these countries
Asia: China, India, Indonesia
Europe: Russia
Latin America: The U.S.A
- The richest country is the
U.S.A
- The poorest country may be
India
4. Consolidation (1min) : give the main points of the lesson
5. Homework(1min) : - Learn by heart all new words and translate the passage
- prepare for new lesson : Unit 7- Speaking
Date of preparing: 17/11/2014
Period 38: Unit 7 : World Population
Lesson 3: Speaking
I. Objectives:
By the end of the lesson, ss will be able to:
By the end the lesson, Ss will be able to:
- Talk about the causes of overpopulation in our country and in the world.
The problem which the overpopulation countries have and offer some solutions.
II. Methods: Integrated, mainly communicative
III. Teaching aids:
Textbook, chalk, pictures , handouts, chart/strips of paper.....
IV. Procedure :
1. Class organization :
Class
Attendances
Teaching date
2. Checking up :(5mins)
-Call some students go to board and write the new words.
3. New lesson:
Stages/
Teacher’s activities
Students’activities
Time
Warm
Warm-up: (5 minutes)
up.
- Ask students to keep book - Keep books close
(5mins)
close
- Listen to the teacher
- Show students the following - Answer the question
picture and ask them two 1
questions
1.what can you see in the
picture?
2.What does the picture tell
you?
Before
- We learn Unit 7, partspeaking. speaking
(12mins) Pre-speaking : (12 minutes)
Task 1
- Ask students to read through -Do the task 1 in pairs
the causes
-Work in pairs and order the
- Let them work in pairs to causes ,explain their order
order the causes and explain
their order
-Call on some students to give
their answer in front of the
class
- Listen to students and correct
While
mistakes
- Look at student’s book
speaking While-speaking: (15 minutes) - Listen to the teacher
(15mins). Task 2
- work in pairs to list the problems
- Ask students to to list the of poor and overpopulated
problem facing poor and countries
overpopulated countries in the _Suggested answer
task 2
+poor living condition
- Let them work in groups
+low living standard
- Walk round and help them
+not enough/expensive food
- Ask some students to stand up +lack/shortage
of
to talk again loudly
schools/hospitals/teachers/doctors
- Listen and correct mistakes
/nurses
+illiteracy
+social evils
Task3
+unemployment
-ask students to read the task3
and find out the solutions to the
problems of overpopulation
-ask them work in pairs to do
the task
-Go around to offer help
-Call on some students to
present their group’s ideas
-Give feedback
After
speaking
(5mins).
-Look at the task 3 and find out
the solution to the problems of
overpopulation
-suggested answers:
+raise an awareness of the
problems of overpopulation
+use birth control methods
+carry out population education
program/family planning program
+raise the people’s living standard
....................
After-speaking : (5 minutes)
Task 4
- Ask students to close books
- Ask students to tell the - Close the books
problems and offer solutions - Listen to the teacher
using the results of task 2 and - Do task 4
task3
- Work in groups
- Walk round and help them
- The students are called stand up
- Let them work in groups
and tell loudly
- Ask some students to stand up
and tell loudly
- Listen and correct mistakes
4. Consolidation : give the main points of the lesson : causes to population explosion
5. Homework : - talk about causes to population explosion; talk about problems of
overpopulation and offer solutions
- prepare for new lesson: Unit 7- Listening
Date of preparing: 17/11/2014
Period 39: Unit 7 : World Population
Lesson 4: Listening
I. Objectives:
By the end of this lesson, students will be able to listen to a monologue or a
dialogue of 150-180 words for general or specific information about world population.
II. Methods: mainly communicative
III. Teaching aids : Textbook, Cassette and tapes
IV. Procedures :
1. Organization :
Class Attendances
Teaching date
2. Check old lesson (5mins): talk about problems of overpopulation and offer
solutions
3. New lesson:
Stages /time
Warm up
(4mins)
Before
listening
(8 mins)
While
listening
(20 mins)
After
Teacher’s activities
Warm up
Discuss the questions.
- Divides class into groups.
- Gets Ss to answer the questions
1. Do you think that our world is
overpopulated?
2. What continent has the largest
population?
II. Before you listen
Vocabulary:
- Helps Ss to pronounce the words.
- Checks that Ss know the meaning
of these words.
- Plays the tape and asks Ss to
repeat.
+ Latin America:Châu Mĩ La Tinh
+ Rate of population growth:Tỉ lệ
gia tăng dân số
+ developing countries:Các nước
đang phát triển
+ to rank: rank (n): Xếp hạng
+ fall (n) = decrease: Giảm
+ generation (n):Thế hệ
1. Task 1:
- Ask students to read and explain 5
statements in task 1
- Explain some words or phrases
which students can’t understand
- Ask students to listen to the tape
twice and do task 1
-Ask 2 students to give their answer
on the board
- Correct the answers then explain
them
II. While you listen
1. Task 2:
- Ask students to look through the
questions in task 2
- Ask students to listen to the
typescript again and answer them
- Ask students to give reasons for
their answers
Students’ activities
- - Work in groups
- Answer the questions
Expected answer:
1. Yes, of course.B/ it has more than
6 billion people.
2. The cotinent that has the largest
population is Asia ( almost 4 million
people)
- Pronounce the words
- Give the meaning of the words
- Listen and repeat
- Look at the books
- Listen to the teacher
- Read the statements in task
independently
- listen to the tape carefully and do
the task
- Keys:1A, 2D, 3C, 4D, 5A, 6C.
- Keep book open
- Look at the questions and ask
teacher some new words if
necessary
- Listen to the typescript and do the
task 2
Key:
1. Over 7 billion
2. The population growth rates in
some parts of the world are not the
same
3. The reason is the improvement of
public health services and medical
listening
(for
good
Ss)
III. After you listen
(5mins)
- Ask students to open the books
- Ask them to summarize the main
ideas of the listening passage
- some cues : world population
today/ main cause of population
explosion/ problems caused by
population explosion/ solutions to
the problems.
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and
retell their opinion to the class
- Listen and correct mistakes
care
4. They are shortage of foods ,lack
of hospitals and schools ,illiteracy,
and poor living conditions
5. There are 4 solutions
- Keep book open and listen to the
teacher
- The students who are called stand
up and talk their idea the listening
passage
4. Consolidation : give the main points of the lesson : summarize the listening passage
5. Homework : - finish all the task and summarize the listening passage
- prepare for new lesson
Date of preparation: 17/11/2014
Period 40: Test correction
I. Objectives:
. - Giving remarks and correcting Ss’mistakes
II. Method: Mainly communicative
III. Teaching aids: Teaching plan; Ss’answer
IV. Procedure:
1. Class organization:
Class
Date of teaching
2. Check-up:
Check Ss’ homework
3. New lesson:
Attendances
A. The answer for the test
1. D
2. A
3. C
4. C
5.B
11.A 12.C
13.C
14.A
15.A
21.B 22.B
23.D
24.B
25.D
31.C 32.A
33.D
34.A
35.C
CODE 001
CODE 002
1. D
2. D
3. B
4. C
5.A
11.A 12.A
13.B
14.C
15.D
21.C 22.B
23.A
24.C
25.D
31.C 32.A
33.D
34.A
35.C
6.D
16.D
26.C
36.D
7.C
17.C
27.C
37.C
8.A
18.C
28.D
38.C
9.B
19.B
29.B
39.D
10. C
20.D
30.C
40.A
6.C
16.D
26.C
36.D
7.A
17.B
27.C
37.C
8.B
18.C
28.D
38.C
9.D
19.B
29.B
39.D
10. C
20.C
30.C
40.A
B. T’s comments on Ss’answer
...............................................................................................................................................
.................................................................................................................4.Consolidation:
- Collect Ss’ answers.
5. Homework:
- Prepare next period: Unit 7- Writing
Date of preparetion: 17/11/2014
Period 41: Unit 7: World population
Lesson 5: Writing
I. Objectives:
By the end of this lesson, students will be able to describe population
development of 120-130 words based on a suggested outline or idea cues
II. Methods: Intergrated mainly communicative
III. Teaching aids: Textbook, board markers
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson (5mins): Summarize the listening passage
3. New lesson:
Stages/time
Teacher's activities
Ss' activitives
Warm up. Warm up
- Listen to the teacher and to
(3mins)
- Ask students to keep book transfer the table into a pie chart.
close.and give them handout Read the prompts
with a table of information.
- Ask the teacher if necessary
Before
writing
(10mins)
While
writing
(15mins)
- ask them to work in pair to
transfer the table into a pie
chart.
- Check and explain them to
the class:
In order to understand them
we learn part Writing.
II. Before you write
- Ask student to read the
hand out with a description
of a pie chart and discuss the
organization
and
other
characteristics
of
the
description
- Explain some new words
- Answer the questions
1. How many parts are there
in the description? what are
they?
2. What does the first part
tell you?
3. What language items
should you pay attention to
in the second part/underline
them
4. What does the last part tell
you?
- Let them work in groups.
- Walk around, check and
help students.
III. While you write
- Ask students to work in
pair to analyze the chart
using the following
questions.
+ what does the pie chart
show?
+ what is the general trend of
the chart?
+ which region has the
largest population? Which
comes second?
+ which region has the
smallest population?
+ where does most of the
- Work in groups and answer the
question
Key:
1. 3 parts (introduction, body
and conclusion).
2. language use : + make up less
than ... percent.
+ the most + adj, the second
most + adj
Outlining
1 Introduction: tell the chart is
about ( time, location, things
described in the chart).
Ex: The chart shows the
distribution of world population
in 2005.
2. Body:begin with a sentence to
sum up the overall trend..
3. Conclusion:Summarize the
main points - Work in pairs and
analyze the chart
- write the description of the pie
chart, using the sentences given
in the book to begin their
description.
Sample writing:
The chart shows the distribution
of world population by regions.
It is obvious that world
population is unevenly
distributed among Asia, Europe,
Africaamerican and Oceania.
Asia only acounts for more than
half of the world population
with 32% of world populationin
the South and 26% in the East.
Meanwhile, the population in
Europe accounts for nearly half
of that in South Asia with 15%
of world population and as for
Africa, it is even fewer with
only 11% America , including
world population live?
Northern and Latin America
- Let students work
makes up only 6% and 8% of
individually to write the
the world population
description of the pie chart,
respectively. Oceania ranks last
using the sentences given in with 2% of the world
the book to begin their
population. It can be seen that
description
Asia is the most densely
After
- Walk round and help
populated region of the world.
writing
students.
(9mins)
IV. After you write
- Give suggestions and
-Listen to the teacher:
corrections.
- Finish the profile.
- Ask students to read their
- Some students read loudly
profile.
their products in front of the
- Ask some students to read
class.
loudly their description.
- Correct mistakes and mark
4. Consolidation : give the main points of the lesson : how to describe a chart ?
5. Homework :
- finish the writing at home
- prepare for new lesson : Unit 7-Language focus
The 43rd, 44th period
Date: 01/ 11/ 2010
Grade 11
Theme: World Population
Unit 7
Writing
Time 45 minutes
I. Objectives:
1. Educational aim: Students should write descriptions of pie charts
2. General knowledge: Students learn how to write a descriptions of a chart
- Language: students should interpret statistics on population from a chart
- New words: Words related to the topic
3. Skills: Writing descriptions of pie charts
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, notebook,
IV. Procedure:
Teacher’s activities
Warm-up: (5 minutes)
- Ask students to keep book close
-give them handout with a table of
information
-ask them to work in pair to transfer
the table into a pie chart
- Check and explain them to the class:
In order to understand them we learn
part Writing
Pre-writing: (10 minutes)
Students’ activities
- Keep book close
- Listen to the teacher and
to transfer the table into a
pie chart
Notes
- Ask student to read the hand out with
a description of a pie chart and discuss
the
organization
and
other
characteristics of the description
- Explain some new words
- answer the questions
1, how many parts are there in the
description? what are they?
2,what does the first part tell you?
3.what language items should you pay
attention
to
in
the
second
part/underline them
4.what does the last part tell you?
Read the prompts
- Ask the teacher if
necessary
- Work in groups and
answer the questions
Key:
1.3
parts(introduction,
body and conclusion)
2. language use : +make
up less than...percent
+the most+ adj, the
second most +adj
....................
- Let them work in groups
- Walk around, check and help
students
While-writing: (18 minutes)
Task 2
- Ask students to work in pair to
analyze the chart using the following
questions
+what does the pie chart show?
+what is the general trend of the chart?
+which region has the largest
population? Which comes second?
+which region has the smallest
population?
+where does most of the world
population live ?
-Work in pairs
analyze the chart
-Give answer
and
-then work individually
to
write the description of
the pie chart, using the
- Let students work individually to sentences given in the
write the description of the pie chart, book to begin their
using the sentences given in the book description
to begin their description
- Walk round and help students
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read their profile
Listen to the teacher
- Ask some students to read loudly - Finish the profile
their description
- Some students read
loudly their products in
- Correct mistakes and mark
front of the class
Homework: (2 minutes)
- Ask students to do part writing of
Unit 7 in the student’s work book and - Listen to the teacher and
prepare part Language Focus
write down homework
The 45th period
Date: 03/ 11/ 2010
Grade 11
Theme: World Population
Unit 7
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: Students can distinguish the clusters /kl/ -/gl/- /kr/ -/gr/ -/kw/ and
pronounce the words and dialogue containing these clusters
correctly
2. Knowledge:
- General knowledge: By the end of this lesson, students will be able to use conditional
sentences (types1,2 and 3) and conditional sentences in reported
speech appropriately
- New words: Words related to pronunciation /kl, gl, kr , gr , kw /
3. Skills: -Pronounce the sounds: /kl, gl, kr , gr , kw /
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, pictures ,hand outs
IV. Procedure:
Teacher’s activities
Pronunciation: (10 minutes)
- Ask students to look at their books
then introduce to them
*Listen and repeat :
- Read loudly then ask students to repeat
- Introduce : / kl, gl, kr , gr , kw /
Students’ activities
- Open the books
- Look at : Listen and
Repeat
- Repeat the words in
chorus then individual
Notes
- Correct pronunciation for the students
* Practise these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
Grammar:(34 minutes)
-“conditional types 1 ,2 and 3”
-write some sentences on the board a
+ If it doesn’t rain ,I will come to see you
+If it didn’t rain, I would come to see you
-Ask students to comment on the use of
conditional types in these examples
-Help students to use of them
-Ask some students give some similar
examples
- Introduce exercises to the students
Exercise 1: (15 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 (8 minutes)
- Introduce Exercise 2 to students and
explain how to do it
- Ask students to do it
- Let them work individually
- Check, correct mistakes
Exercise 3: (11 minutes)
- write some conditional sentences in
reported speech on board and ask
students to comment on the changes of
the verbs, pronouns and adverbs of
time and places
-“If I had a permit , I could get a job’
he said
He said that if he had a permit , he
could get a job
- Introduce Exercise 3 to students and
explain how to do it
- Ask students to do it
- Let them work individually
- Look at Practise the
sentences
- Listen to the teacher
then repeat in chorus then
individual
- Listen to the teacher
-write
down
notebook
their
-give some examples
- Listen to the teacher and
do exercise 1
Key:
1,would drive 2,could
3, is
4, will take
5,closed 6, will come
- Listen to the teacher and
do exercise 2
-Keys :
1,had been told 2,had
realized 3, wouldn’t have
been
4, would have
bought 5, had studied
- Listen to the teacher
- Write down
-Take note quickly
-Do the exercise 3
Key:
1,the man said to her that
he would come to see her
if he had time
2,he asked her what she
would say if someone
stepped on her feet
- Walk round and help them
3, they said to me if it
- Check, correct mistakes , give didn’t rain they would go
reasons and mark
out with me
4,the man asked the
woman what she would
do if she were a
billionaire
5, the man said to me if I
had asked him he would
have
lent
me
his
motorbike
.....................................
Homework : (2 minutes)
Ask students to do Part Language - Listen to the teacher and
Focus and Prepare Unit 8: celebrations write down
Unit 8: celebrations
th
The 46 period
Date: 11/ 11/ 2010
Grade 11
Theme: Celebrations
Unit 8
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know more about the celebration of Tet and other
festivals’ activities
2. Knowledge:
- General knowledge: - Through this unit, students know the history of tet and some
kinds of celebration
- New words: Words related to celebration
3. Skills: Reading for identifying the main idea and specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: Real objects, pictures, English textbook 11, hand-outs
IV. Procedures:
Teacher’s activities
Warm-up: (4 minutes)
- Let students to listen to the song and
ask some questions:
a. What is the title of the song?
b.When do people often sing it?
c.What is it about?
-There are many things about Tet that we
Students’ activities
- Look at the picture
- Answer the questions
a. Happy New Year
b. to welcome the New
Year/it is often sung on
the last days of the old
Notes
want to say. Today, we’ll study a new year and the at the
lesson Unit 8- Reading
beginning of the New
year
c. Feeling about the old
year and the New Year
Pre-reading: (7 minutes)
- Ask students to look at the picture
and discuss the three questions in pairs
-Go around to offer help
-Call on some students to present their
answers and give comments from other
students
-Give feedback
- Let students work in pairs to tell
which of the activities in the
book they enjoy most at Tet
- Call on some students to present
their answer and other students
comment
-Ask students to read through the
passage and find some new words
+positive comments
+candied fruit
+spread (v): to extend over a place
+Lunar New Year
-Let students read and copy in their
notebooks
While-reading: (20 minutes)
You are going to read about the Tet
Teachers
Headmaster
Headmistress
- Listen to the teacher
look at the picture and
answer the questions
-The answers are various
1,It is spring and it
should be Tet holiday
because we can se the
apricot blossom and a
kumquat tree full of ripe
fruits
2,the people in the
picture may be a family.
the
grandmother
is
giving her niece and
nephew some lucky
money. The girl, the boy
and their parents may be
wishing
their
grandparents
good
health and happiness
-work in pair and discuss
these activities
they
enjoy most doing in the
Tet
-Read individually
-Listen to the teacher and
write down
-Read in chorus
Students
Classmaster
Friends
Close – friends
Friendship
Subjects
Geography
Chemistry
English
Sports
Frotball
Jogging
Problems at school
Live far
From school
Students cheat in exams
holiday in Vietnam
-Make the class read the small talks, to
scan the details and do the tasks
1. Task 1 :
-Ask students to read a passage about
Tet holiday, and then underline those
words which match with the definitions
on the right column in the task 1
- Firstly, ask students to study
individually then in pairs
- Walks around the class, offer ideas
and comments when students need help
-Call on some students to explain their
answer in front of the class
- Give suggestions
Task 2
- Work in pairs, read the small talks
again and answer these questions
- Ask students to work individually
then work in pairs
- Walk round the class and comments
when students need
-Check the answer in front of the class
as a whole
-Give correct answers
-Listen to the teacher
-Read the passage and
underline new words
-Try to guess the
meanings of the words
-Listen to their friends’
answers
-Listen to the teacher and
correct
-Keys:1,träng
®¹i,
hoµnh tr¸ng
2,biÓu ng÷, b¨ng r«n
3,t¸o dÇm ®êng 4,thuéc
vÒ n«ng nghiÖp 5,cÇu
nguyÖn 6,niÒm vui
thÝch, sù n« nøc
-Read passage again
-Work individually
Keys
1F( it fall between
19thJanuary
and20thFebuary)
2,F( it’s just for agrarian
people)
3.T
4,F( according to the
passage, lucky number
tends to be given to
children)
5T
6,T
Task 3 :
- Ask students to read all questions to -Work individually
answer the questions in task 3
- Ask students to work with a partner
- Walks around the class to help -Read carefully and give
students whenever they need
the answer
-Give correct answer
(the answer is in the passage)
Post-reading: (12 minutes)
- Let students work in groups to talk about
their last Tet holiday ,using the
following main points
- Has students work in groups and
discuss
- Walk around the class, listen to
student’s discussions and offer
suggestions when necessary
- Give comments
- Call on some students to speak and
give them feedback
Homework : (2 minutes)
-Ask students summarize the passage at
home and prepare the next lesson
-Work in
discuss
group
and
-two students present in
front of the class
-Copy down
notebooks
on
the
The 47th period
Date: 15/ 11/ 2010
Grade 11
Theme: Celebrations
Unit 8
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: Students could talk about the celebrations of Tet and other festivals’
activities
2. Knowledge:
- General knowledge: - Through this unit, students can express their opinions about Tet
holiday in Vietnam
- Language: Ask and answer questions about the Tet holiday in Vietnam
3. Skills: Fluency in expressing opinion and expressions about celebrations in Vietnam
II. Method: Integrated, mainly communicative
III. Teaching aids: Pictures, English textbook 11, hand-outs
IV. Procedures:
Teacher’s activities
Student’s activities
Warm-up:(6 munites)
- Ask students close the book and - Listen to the teacher
find words that go with -Find out the words
-Suggested answer: food,
“ttraditional” in groups
flowers clothes ,games ,
Today, we will practice speaking costumes
about Tet holiday in Vietnam
Notes
Pre-reading: (5 minutes)
Task 1:
-Ask students to read the dialogue and
ask them what points are mentioned
in the dialogue
- Ask student to work individually
then work in groups
-call on some pairs to act out the
dialogue
- Give suggestions
While –speaking :(24 minutes)
Task 2:
-Ask students to look at the three
pictures and work out the name of
eachholiday
- Ask students to work individually
then in pairs
- Walk around the class to help
student when necessary
- Check and give suggestions
- Ask student to practice it with a
partner
- Corrects students’ pronunciation if
necessary
Post-reading: (13 minutes)
Task 3:
- Ask students to read all words in the
task 3
-Give the meaning of some words
when necessary
- Ask students to work individually
then work in pairs
- Walk around the class to help
students when necessary
- Check and give suggestions
- Ask students to practice this
conversation
- Correct their pronunciation when
necessary
- Give comments
- Homework(2 minutes):
- Write about the tet holiday
their like and prepare the next
lesson
- read individually
and then work in
pairs
- listen to the friend
and give comments
-Listen to the teacher
-Answer :
1,picture 1: Mid-Autumn
2,Picture 2: thanksgiving
3, picture3 :Valentine’s
Day
-1cC ,2aA ,3bB
- Do the task 3
-Compare the answer
with the partners
- Work in groups
-Ask the teacher if
necessary
-Some groups present
their answer in front of
the class
-copy in their notebooks
The 48th period
Date: 17/ 11/ 2010
Grade 11
Theme: Celebrations
Unit 8
Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know more about the New Year celebration in
Japan.
2. Knowledge:
- General knowledge: Students listen for the main idea and comprehension questions.
- Language:
- New words: Words related to new year.
3. Skills: Listening for gist and for specific information.
II. Method: Integrated, mainly communicative.
III. Teaching aid: Pictures ,text book.
IV. Procedures:
Teacher’s activities
Students’ activities
Warm-up : (4 minutes)
- Ask the students question :
- Listen and answer
- What is special about the New
Year holiday in Japan?
- Can you guess what Japanese do -listen to the teacher
on these days?
- Lead in: we are going to listen
to the talking about how the
Notes
New Year celebrated in Japan
Pre-listening : (6 minutes)
- Let students work in pairs to guess - Work in pairs and each
which of the activities the Japanese pair works in role
often do on their New year’s Day
- Listen
to
the
-Call on some students to give their
teacher
answers and write them on the boards
- Look at the picture
in the book and
-Introduce some new words from the
guess
before
listening passage
listening
While-listening: (24 minutes)
Task 1:
-Ask
students
to
listen
to
conversations
- Listen to each pair
- Let students listen for three times
-Check the answer in front of the class
as a whole
-tick in the right column that best
reflect their answer
- Go around and remark
Task 2:
- Ask students to listen again and
answer the questions
- Let students read the questions first
and quickly- work in pairs
- Let students listen again 3 times and
ask them to discuss in groups to
answer the questions
- Listen to each group and remark
After-listening: (10 minutes)
- Have students sit in groups and
compare the following aspects of the
Vietnamese New year with those of
the Japanese one
- Go around and help if necessary
-Call on some students tell the class
again
-Give comments
-Listen carefully
- Work individually
- Give corrects
-Listen to the dialogues
and then work in groups
and give their answers
-keys :
1,Because they want to
get rid of the old year and
welcome the new year
2,from TV or the radio
3,Kimonos or special
dress
4,No, New year is mostly
celebrates among family
only
- work in group and
discuss
- each
group
presents
their
answers
Homework: (2 minutes)
- Ask students to do exercise in
workbook
- Listen and copy in their
- Prepare the next lesson
notebooks
The 49th period
Date: 23/ 11/ 2010
Grade 11
Theme: Celebrations
Unit 8
Writing
Time: 45 minutes
I. Objectives:
1. Educational aim: Students know how to describing a celebration.
2. Knowledge:
- General knowledge: Students can write a passage describing a celebration.
- Language:
-New words : Words related to celebration.
3. Skills: Describing a celebration.
II. Method: Intergraded, mainly communicative.
III. Teaching aids: Some models, hand outs ,pictures.
IV. Procedures:
Teacher’s activities
Students’ activities
Warm-up : (4 minutes)
-Ask some questions:
- Observe and work in
1.Have you ever taken part in one of pairs to answer
the popular celebrations in Vietnam? - Answer the question
2. What Do you know about it?
Lead in : To know more about the
popular celebration we will learn the
new lesson: Writing
Pre-writing: (10 minutes)
Notes
- Let students read the passage of the
- Explain some new words if they do
not know
-Let students work in pairs and write
an outline for their description using
the main points set in the task
- Go around to help students to
answer the task
-Check the answers with the whole
class
-Listen and do the task
- suggested answers :
- the
description
includes 6 main
points:
+ name of the festival
+purpose
+time
+main activities /what
people do in the festival
+foods eaten
+people’s feeling about
the festival
While-writing: (20 minutes)
Task 2
_Ask students to gather and
organizing ideas for their paragraph
- Listen to the teacher
-Let students write their paragraph for
10 minutes
-Ask students to exchange their
paragraph with a partner
-Go around helping and collecting
typical errors
Post-writing: (10 minutes
- Let students write on the board or in
the papers
- Go around and remark
- Ask 2 or 3 students who may be
good at English to write on the board
– Give general comments and remark
-Write
down
their
-Compare
partners
paragraph
with
the
- Some students read aloud
the form of someone
- Listen and check
themselves
- One student of one
group reads aloud the
paragraph
- Discuss and correct
mistakes themselves
Homework: (2 minutes)
- Describing a celebration they have - Listen and copy
seen and prepare the next lesson
The 50th period
Date: 25/ 11/ 2010
Grade 11
Theme: Celebrations
Unit 8
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: Students know how to distinguish the clusters / fl/ and /fr/ and/ θr/ in
a word or a sentences.
2. Knowledge:
- General knowledge: Students can Use pronouns :one(s), someone, no one ,anyone,
everyone appropriately.
- Language:
- New words: Words related to holiday and celebrations.
3. Skills:
- Pronunciation: fl/ - /fr/ and/ θr/
- Grammar: - pronouns :one(s), someone, no one ,anyone, everyone.
-Vocabulary about holidays and celebrations.
II. Method: Integrated, mainly communicative.
III. Teaching aids:
Textbook
IV. Procedures:
Teacher’s activities
Students’ activities
I. Pronunciation(10 minutes)
-Model the two sounds /fr/ -/fl/ -/ θr / -Listen to the teacher
for a few time
Notes
-Pronounce the sounds and ask students
to repeat
-Ask students to practice pronouncing
the sounds in chorus and individually
-Give feedback
+Practice these sentences
-Read all the sentences and ask
students to underline the words with
the sounds and write /fl/ /θr/-/fr/-/under them
-Ask students to practice the sentences
in pair
-Go around and help
- Let students read the sentences and
work in groups
- Listen and remark each group
II. Grammar: (34 minutes)
Exercise1:
-Ask students to comment on the use of
:one(s), someone, no one ,anyone,
everyone using the sentences on the
board
-Ask students to read it quickly
-Explain the use of them
+someone=somebody: used with a
singular verb in an affirmative
statements or a question when speaker
expects the “yes” answer
+no one :takes a singular affirmative
verb
..................................................
-let students do excerise1 individually
and then compare their answers with
another students
-Go around and help
-Check the answer the class as a whole
- Read aloud in chorus
first
,then
read
individually
-Underline the words with
the sounds and write
/fr/-/fl/-/ θr/
-Work in pair
-Listen to their friends’
reading
- listen to the teacher and
comment
- Listen and copy
- Take note quickly
-Do the task1
-Work individually
-Compare
with
the
partners
-Answer:
1.anyone
,
2someone ,3,anyone ,
4someone, 5, no one ,
6,everyone 7, no one
Exercise 2
-Ask students read the sentences -Listen to the teacher and
through
do exercise 2
-Explain new words if any
-Keys:
-Call on some students to go to the 1, of he three bags, I like
board and write the answers
the blue one
-Give a feedback
Exercise3
-ask students how to do this exercise
-let students work in pair to finish the
exercise and compare with the person
sitting next to them
- Listen to students and help them to do
it
-call on some students to give the
answer and give feedback
-Keys: 1,traditional 2, grand 3,gifts ,4
celebrating 5,polite 6, good luck ,
7excitement
Homework: (2 minutes)
- Let them do exercises in Workbook
-Prepare the next lesson
2, Mai is making a fruit
cake, Huong is making
one ,too
3,I like reading books,
especially the ones about
the natural world
4,I
don’t
have
a
computer ,and my father
doesn’t want me to have
one
..................................
-Do the exercise3
- Some students write on
the board and others check
and correct mistakes
- Listen and copy
The 51st period
Date : 29/ 11/ 2010
Grade 11
REVIEW 1
I. Objectives: By the end of the lesson, Ss will able to:
- know how to use infinitive (base form or full form)
- know how to use gerund.
II. Materials:
- chalk and board.
- handouts.
III. Anticipated problems:
- Some Ss are still confused about infinitives and gerund.
IV. Procedure:
Stages
Procedure
Interactions Time
Warmer
Giving the forms of verbs
Pairs
8’
- T gives out some verbs.
- Ask Ss to give the forms of verbs.
- Compare with your partner.
Presentation
1.To infinitive
T-Ss
16’
- T writes some sentences on the
board and underlines the toinfinitive.
+ I have letters to write.
+ Does he get anything to eat?
+There’s plenty to do
- T asks Ss to comment on the use of
to-infinitives in these examples.
- T reviews the form and use of to-
infinitives.
1. In the examples above the infinitives
are used to replace relative
clauses.
1. The infinitive can be placed after nouns/
pronouns to show how they can be used
or what is to be done with them.
+ I have letters to write = I have letters that
I must write
+ Does he get anything to eat?
= Does he get anything that he can eat?
2. Infinitive without to (bare
infinitive )
a. §éng tõ dïng sau c¸c ®éng tõ h×nh th¸i
(can, could ,may ,might, will, would ,shall,
should….)
eg: She can sing very beautifully.
She may be late.
b. Make and let.
C¸c ®éng tõ cã cÊu tróc ®éng tõ +bæ
ng÷+®éng tõ nguyªn mÉu kh«ng ‘’to”
Eg: The cold weather made me feel
depressed.
They made me do it.
c. §éng tõ nguyªn mÉu kh«ng ‘’to’’còng ®îc dïng trong c©u mÖnh lÖnh ë d¹ng
kh¼ng ®Þnh.
Eg: Go to the blackboard!
Stay at home!
Smile!
d. We can use a noun or pronoun object+
bare infinitive after verbs of perceptions
such as feel, hear, watch, see, notice,
observe, perceive, smell
3. Gerund
- Ask Ss to give some verbs /verbal
phrases followed by the Gerund
Expected answers: enjoy /miss /risk
/appreciate /avoid /detest /dislike /It’s no
use /can’t help /
postpone / mind /be worth /mention /keep
/count on /give up …
Checking:
- Ask Ss to give form and usage of
these verbs
Practice
Form: Verb +V +ing = gerund
Usage: To add information to what is
expressed in certain verbs
Choose the best answer in A, B, C or D:
1. After … for 3 hours we stopped … other
… with us.
A. to walk - to let - to catch up
B. to
walk - letting - catching up
C. walking - to let - catch up
D.
walking - letting - catching up
2. I can’t help … . I caught a cold yesterday
from … in a draught.
A. sneezing - to sit
B. to
sneeze – sitting
C. sneezing - sitting
D. to
sneeze - to sit
3. He surprised us all by … away without
… “ Good bye”.
A. going - to say
B. to
go - to say
C. going - saying
D. to
go - saying
4. Do stop … .I’m trying … a letter.
A. to talk - to finish
B.
talking – finishing
C. to talk - finishing
D.
talking - to finish
5. If you go on … your dog … cars, he’ll
end by … run over.
A. letting- to chase- being
B.
letting- chase- being
C. to let- to chase- being
D.
letting- to chase- to be
6. I suggest … the hospitals before … the
police … for him.
A. telephoning- asking- phoning B. to
telephone- asking- looking
C. to telephone- to ask- to look
D.
telephoning- asking- to look
7. By … enormous wages he is persuading
men … their present job and … for him.
A. offering- to leave- work
B.
offering- to leave- working
C. to offer- to leave- working
D.
offering- leaving- to work
T-Ss
10’
8. At first, I enjoyed … to him but after a
while I got tired of … the same story again
and again.
A. to listen- hearing
B. to
listen- to hear
C. listening- hearing
D.
listening- to hear
9. … on this beach is much more pleasant
than … in the office.
A. to lie- sitting B. lying- sitting C. to lieto sit D. lying- to sit
10. She has gone … in a neighbouring
town.
A. shopping
B. to shop
C. to
shopping D. for shopping
Production Summarize about infinitive and gerund
Home-work Prepare about participles
The 52nd period
Date: 4/ 12/ 2010
Grade 11
T-Ss
Individuals
10’’
1’
REVIEW 2
I. Objectives: By the end of the lesson, Ss will able to:
- distinguish gerund and present participle
- use perfect gerund and perfect participle.
II. Materials:
- chalk and board.
- handouts.
III. Anticipated problems:
- Some Ss are still confused about present participle and gerund.
IV. Procedure:
Stages
Procedure
Interactions Time
Warmer
What do you call it?
Teams
5’
- Give some sentences with –ing form
of verb.
- Ask Ss to give their name (if
necessary)
- Give feedback and correction
Presentation 1. Gerund
20’
- If necessary T reviews the form and
uses of gerunds. To save time T may
give Ss the handout below:
A gerunds is a noun made from a verb by
adding ‘-ing’. The gerund always has the
same function as a noun (although it looks
like a verb), so it can be used:
+ as the subject of the sentence:
. Reading helps you learn English.
+ as the complement of the verb ‘to be’:
. Her favorite hobby is reading.
+ after prepositions. The gerunds must be
used when a verb comes after a preposition:
. She is good at learning English.
. They’re keen on windsurfing.
This is also true of certain expressions
ending in a preposition , e.g. in spite of ,
there’s no point in …
. There’s no point in typing the assignment.
. In spite of missing the train, we arrived on
time.
+ after a number of ‘phrasal verbs’ which
are composed of a verb + preposition /
adverb
Example:
To look forward to ,to give up ,to be for /
against, to take to, to put off ,to keep on:
. I look forward to hearing from you soon.
(at the
end of a letter)
. He kept on asking for a discount
+ in compound nouns
Example:
. a driving lesson , a swimming pool, birdwatching, train-spotting
It is clear that the meaning is that of a noun,
not of a continuous verb.
Example:
. The pool is not swimming; it is a pool for
swimming in.
+ after the expressions:
can’t help , can’t stand ,it’s no use /good ,
and adjective worth:
. I can’t stand being stuck in traffic jams.
. It’s no use /good trying to persuade him.
. It might be worth changing the title of the
book.
2. Present participle
- If necessary T reviews the from and
uses of present participles .To save
time T may give Ss the following
handout:
The present participle of most verbs has
the form V+ing and is used in the following
ways :
+ as part of the continuous form of a verb
Example:
. I am working.
. She was dancing.
+ after verbs of movement /position in the
pattern: verb + present participle
Example:
. My mother used to go shopping everyday.
. He came running towards me.
This construction is particularly useful with
the verb ‘to go’ ,such as go diving, go
fishing ,go swimming …
+ After verbs of perception in the pattern:
verb +object + present participle
Example:
. I heard someone playing the guitar.
. I can smell something burning!
NOTE: There is a difference in meaning
when such a sentence contains a bareinfinitive rather than a participle. The
infinitive refers to a complete action, but
the participle refers to an incomplete action,
or part of an action.
Compare:
. I heard Mai playing the piano. (=she had
started before I heard her, and probably
went on afterwards)
. I heard Mai play the piano .(=I heard her
complete performance)
+ as an adjective
Example:
. It was an interesting film.
. It’s a bit worrying when the police stop
you.
+ with the verbs spend and waste, in the
pattern:
verb + time /money expression + present
participle
Example:
. I spend two hours a day traveling to work.
Practice
. Don’t waste time playing computer
games!
. They’ve spend $ 4,000 buying that watch.
+ with the verbs catch and find, in the
pattern:
verb +object + present participle
With catch , the participle always refers to
an action which causes annoyance or anger:
. If I catch you stealing my apples again,
I’ll tell your parents.
This is not the case with find, which is
unemotional:
. We found our dog lying in the bathroom.
. They found their mother sitting in the
garden.
+ to replace a sentence or part of a
sentence
- When two actions occur at the same
time, and are done by the same
person or thing, we can use a present
participle to describe one of them:
. He sang to himself. He walked down the
road.
(= Singing to himself, he walked down the
road.)
- When one action follows very
quickly after another done by the
same person or thing ,we can express
the first action with a present
participle:
. He put on his coat and left the house (=
Putting on his coat, he left the house.)
- The present participle can be used
instead of a phrase starting as,
since ,because , and it explains the
cause or reason for an action:
. Feeling tired, he went to bed early
(=because he felt tired…)
. Knowing that she likes roses, he gave her
a bunch of red roses on her birthday.
Giving their name
- Give some sentences.
- Ask Ss to distinguish which is gerund
and which is present participle.
Sentences:
Pairs
9’
1. I object to him having made private
calls on the office phone.
2. Having been his own boss for such a
long time, he found it hard to accept
orders from another.
3. They denied having been there.
4. Having tied one red of the rope to his
bed, he threw the other end out of the
window.
5. Having read the instruction, he
snatched up the fire extinguisher.
6. The children admitted having taken
the money.
Expected answers:
- Gerund: 1, 3, 6
- Present Participle: 2, 4, 5
Production Make some sentences with gerund and
present participle.
Home-work Prepare reported speech.
Pairs
10’
Individuals
1’
The 53rd period
Date: 06/ 12/ 2010
Grade 11
REVIEW 3
I. Objectives: By the end of the lesson, Ss will able to:
- revise about reported speech.
- use it with infinitive or gerund.
II. Materials:
- chalk and board.
- handouts.
III. Anticipated problems:
- Some Ss have difficulty in reported speech.
IV. Procedure:
Stages
Procedure
Warmer
What type of sentences
- Give out some sentences.
- Ask Ss to give out the type of sentences.
Sentences:
1. “I’m a teacher”
2. He said he was a teacher.
3. They told me to work hard.
4. She insisted on seeing me.
Presentation Reported speech with infinitive
- Ask 2 Ss (A &B) to come to the board. T
says to A: “Close the window, please” and
to B: “Sing a short song”. After A &B
performed the actions, T asks the whole
class: Why did A close the window? Why
did B sing a song?
- Write the model sentences on the board:
“Close the window, please” the teacher said to A
=> The teacher asked A to close the window.
- Then continue
“Sing a short song”. The teacher said to B.
=> The teacher told B to sing a short song.
Interactions Time
Pairs
5’
T-Ss
28’
- Ask Ss to look at the examples to elicit the
structures.
S+
told
+ O + to-infinitive
asked
promised
advised
encouraged
warned
wanted
reminded
invited
………
Reported speech with gerund.
- Give some examples:
1. A: It’s so hot today.
B: Let’s go to Thuan An beach.
He suggested going to Thuan An beach.
2. “I’m sorry. I’m late”
She apologized for being late.
3. A: Thank you. It was nice to help me.
B: My pleasure.
She thanked him for helping her.
Questions:
1. Are the sentences above direct or indirect
speech?
2. What is the structure?
3. Do you know any other verb of reporting
followed by a gerund?
Expected answer:
Structures:
a. V + V-ing
admit, deny, suggest …
b. V + prep + V-ing
apologize for, complain about, confess to, insist
on, object to, dream of, think of …
c. V + O + prep + V-ing
accuse … of, blame … for, congratulate … on,
criticize … for, warn … about / against, praise …
for, thank … for, prevent … from
Usage: in reported speech.
- Run through the meaning of the verbs /
phrasal verbs given.
- Ask Ss to make some more examples with
the structures given
Practice
Change these sentences into reported speech:
1). "I'm sorry I have to leave so early", he said.
He
……………………………………………
………..
2). "Don't forget to return the book to the library",
he said.
He
……………………………………………
………..
3). John said, "You'd better not lend them any
money, Daisy."
John
……………………………………………
………
4). "Please don't tell anybody what happened.”
Ann said to me.
Ann
……………………………………………
………..
5). "Why don't we visit the National Gallery?"
She
……………………………………………
……..
6). "Stay in bed for a few days", the doctor said to
me.
The doctor
…………………………………………..
7). "You mustn't go out at night", our parents said.
Our parents
………………………………………….
Production Making sentences
- Make some reported sentences
Home-work Prepare conditional sentences
20’
Pairs
20’
Individuals
2’
The 54th period
Date: 08/ 12/ 2010
Grade 11
REVIEW 4
I. Objectives: By the end of the lesson, Ss will able to:
- distinguish types of conditional sentences.
- use them correctly.
II. Materials:
- chalk and board.
- handouts.
III. Anticipated problems:
- Ss have difficulty in distinguishing types of conditional sentences.
IV. Procedure:
Stages
Procedure
Interactions Time
Warmer
Game: Matching
Teams
8’
- Divide the class into 2 teams, A and B.
- Team A make “If-clause”
- Team B make main clause.
- Combine one of A with one of B to make
conditional sentences.
Presentation Lead-in
T-Ss
32’
- T makes an example: If I were a queen, I would
go round the world
Or T makes a half of sentence, example: If I were a
queen ...).
T asks: + What is the kind of this sentence?
+ How many types of conditional sentences
are there?
Example:
1. If you need a ride to the airport, I’ll be
happy to take you.
2. If he had known the meeting, he would have
come there.
Revision
Practice
* Conditional sentences
Type I: Future possible.
If clause
Main clause
Present tense
Future tense
Type II: Present unreal
If clause
Main clause
Present conditional
Simple past tense
(would + bare
(Subjunctive)
infinitive)
Type III: Past unreal
If clause
Main clause
Perfect conditional
Past perfect tense
(would have + p.p)
Conditional in reported speech
- T makes some examples:
1. “If you work hard, you’ll pass the exam”, the
teacher said
The teacher said that if I worked hard, I
would pass the exam
2. He said to her, “You would be punished if you
came late”
He said to her that she would be punished if
she came late.
3. They said, “He wouldn’t have been in prison if
he hadn’t stolen the car”
They said that he wouldn’t have been in
prison if he hadn’t stolen the car.
- Ask Ss ti give the comment.
(Expected: + Type 1: change the tense.
+ Type 2 + 3: not change the tenses.)
Choose the best answer in A, B, C or D:
1. If I … time, I’ll help you.
a. have
b. had
c. had had
d.
will have
2. If you are right, I … wrong.
a. am
b. will be
c. would be
d.
would have been
3. If I … you, I … do that.
a. am/ will
b. were/ will
c. were/ would d.
had been/ would
4. If I was offered the job, I think I … it.
a. take
b. will take
c. would take
d.
would have been
5. If I had known you were in hospital, I … to see
you.
Pairs
20’
a. will go
b. would go
c. went
d.
would have gone
6. If I …, I would have said hello.
a. had seen
b. saw
c. see
d.
would see
Key: 1a, 2a, 3c, 4c, 5d, 6a
Production Making sentences
- Make some conditional sentences in reported
speech.
Home work Prepare Non-definite pronouns.
Pairs
20’
Individuals
2’
The 55th period
Date: 20/ 12/ 2010
Grade 11
THE FIRST TERM TEST
Së GD - §T Th¸i B×nh
Trêng THPT NguyÔn Tr·i
®Ò thi CUèI häc kú i – n¨m häc 2010 - 2011
M«n thi: ANH V¡N 11
(Thêi gian lµm bµi: 60 phót)
§Ò sè: 196
Hä tªn thÝ sinh:..............................................................
SBD:..............................................................................
1. Choose the underlined word or phrase in each sentence that needs correcting.
C©u 1: If you came to my party yesterday, you would have seen your former friend.
A. If
B. came to
C. seen
D. former
C©u 2: She is looking forward to go to Europe after she finishes her studies at the University.
A. looking
B. go
C. finishes
C©u 3: After Tom ate dinner, he wrote several letters and went to bed.
D. at
the
A. ate
B. wrote
C. several letters
D. went
C©u 4: When I was sick with the flu, my mother made me to eat and rest in bed.
A. with
B. the flu
C. to eat
D. in bed
C©u 5: Sorry! Could you tell me the way to the post office?
A. Sorry
B. tell
C. the way
D. post office
2. Choose the option A, B, C or D that best complete the sentence or substitute for
the underlined part.
C©u 6: It’s time you ............... harder for the exams.
A. Worked
B. Work
C. Have worked
D. Are working
C©u 7: Daisy is so .................. She only cares about herself, not about other people.
A. helpful
B. selfish
C. loyal
D. talkative
C©u 8: On the days of Tet, many people go to the pagoda to ............................ for a happy
year for themselves and their family.
A. pray
B. long
C. desire
C©u 9: They lit the ................... and began to sing “Happy Birthday”.
A.presents
B. toys
C. candles
C©u 10: If it ........... rain next Sunday, I.............. to see you.
A. isn’t/ come
B. doesn’t/ will come C. didn’t/ came
come
C©u 11: “...........................”, Andy suggested.
D. ask
D. flowers
D. hadn’t/
had
A. Are you going for a walk?
C. Did you go for a walk?
C©u 12: . .......... hard, you will eventually
A. Should you work B. If you worked
B. How about going for a walk?
D. Could you go for a walk?
succeed.
C. Did you work
D. When
you
worked
C©u 13:
On the..............of our wedding , we would love to invite your family to our
dinner.
A. opportunity
B. chance
C. anniversary
D. birthday
C©u 14: We..............TV when it started to rain.
A. were watching B. watched
C. are watching
D. watch
C©u 15: She did nothing but ..........
A. cry
B. cries
C. crying
D. to cry
C©u 16: I remember..............a dozen of eggs yesterday but I can’t find them now.
A. to buy
B. bought
C. buying
D. buy
C©u 17: She warned me.............. lending him any more money.
A. in
B. of
C. about
D. against
C©u 18: Everything …………. ready for the first term examination.
A. are
B. have
C. is
D. were
C©u 19: Have you got anything..............?
A. eat
B. to eat
C. to be eating
D. eating
C©u 20: I had the film …….. yesterday.
A. developed
B. printed
C. photocopied
D. pressed
C©u 21: I don’t think she is married ...... two children.
A. in.
B. to
C. with
D. about
C©u 22: She enjoys ................... to the zoo on her birthday.
A. being taken
B. being taking
C. to be taken
D. taking
C©u 23: They asked me ………. I had seen John the day before.
A. that
B. why
C. if
D. what
C©u 24: Banh Chung is made ............. sticky rice, green beans and fatty pork.
A. of
B. from
C. with
D. by
C©u 25: . ...................... the film once, she didn’t want to watch it again.
A.watching
B. To watch
C. To have watch
D. Having watched
C©u 26: If the police arrest you, don’t say ……..until your lawyer gets there.
A. anything
B. nothing
C. something
D. none
C©u 27: She doesn’t write to me as often as she……..
A. used to
B. was used to
C. gets used to
D. has used to
C©u 28: The furniture ……..more expensive than we …….at first.
A. is/ thought
B. are/ thought
C. are/ have thought
D. is/ had thought
C©u 29: It was …….hot day that we decided to leave work early and go to the beach.
A. so
B. such a
C. such
D. so that
C©u 30: He didn’t come to class for 3 days, and ……… knows where he is.
A. someone
B. no one
C. everyone
D. anyone
3. Read the passage and choose the best answer for each question
The most important championship in international football competition for women is
the Women’s World Cup. Organized by FIFA, its first tournament was held in 1991,
sixty-one years after the first one for men.
Although established not long ago, the Women’s World Cup is growing in
popularity. Its first championship was hosted in China with 12 teams sent to represent
their countries. Eighty years later, over 650,000 spectators attended the finals, and nearly
a billion viewers from 70 countries watched them on TV. And by the fourth tournament
in 2003, the number of finalists had increased to 16. As FIFA estimates, the current 40
million girls and women playing football around the world will equal the number of men
by 2010.
The FIFA Women’s World Cup 2007 was decided to be held in China. Originally,
China was hosted the 2003 Women’s World Cup, but due to the outbreak of SARS in that
country, the event was moved to the United States. Having hosted the 1999 version of the
World Cup, it was thought to be the only nation that could organize the tournament in
such a short time.
C©u 31: What was the passage mainly about?
A. The World Cup tournament.
B. The organization of FIFA.
C. The FIFA Women’s football championship. D. The FIFA Women’s World Cup 2007.
C©u 32: What could best replace the phrase growing in popularity?
A. not liked any more.
B. liked by more people.
C. increased in number.
D. played by adult women.
C©u 33: How often is Women’s World Cup organized?
A. Every eight years.
B. Every four years.
C. sixty-one years after the men’s.
D. Every sixteen years.
C©u 34: What does the event refer to?
A. China.
B. the outbreak of SARS.
C. the 2003 Women’s World Cup.
D. the 2007 Women’s World Cup.
C©u 35: What is NOT true about the Women’s World Cup?
A. The number of girls and women playing football has equaled that of men.
B. Almost one billion people watched the 1999 Women’s World Cup finals on TV.
C. The first Women’s World Cup tournament was held in China.
D. The 2003 championship finals were hosted by the United States.
4. Fill each numbered blank with one suitable word or phrase A, B, C or D.
“... To participate in the contest, you have (36)............ in groups of three.
Each group must compete five activities in all. On completion of each activity, you will
have to answer the questions on the worksheets (37)............ two minutes. The judges will
observe and score your performance. The maximum score for each activity is 15 points.
At the end of each competition, the judge will announce the (38)............. score of each
group. The group that gets the highest score will be the winner. The winner will be
(39)............... a set of CDs for studying English and an Oxford Advanced Learners’
Dictionary. Now, let’s (40)............. our competition.”
C©u 36:
A. worked
C©u 37:
A.with
C©u 38:
B. to
B. at
work
C. to
be working
C. within
D. work
D. on
A. total
C©u 39:
A. award
C©u 40:
A. take
B. one
C. all
D. every
B. awarded
C. reward
D. brought
B. finish
C. started
D. start
5. Choose the correct sentence among A, B, C or D which has the same meaning as
the given one.
C©u 41: I prefer going out for a meal to staying at home.
A. I’d rather go out for a meal than stay at home.
B. Going out for a meal is very interesting.
C. I’d like to go out for a meal.
D. Staying at home is more boring than going out for a meal.
C©u 42: They don’t let workers use the office telephone for personal calls.
A. They don’t allow using the office telephone call personal secretaries.
B. They don’t allow workers to use the office telephone.
C. The office telephone is not used by workers personally.
D. They don’t let the office phone use for personal purpose by workers.
C©u 43: “You broke my glasses”, said the woman to me.
A. The woman insisted on breaking her glasses.
B. The woman blamed me for breaking her glasses.
C. The woman told me to break her glasses.
D. The woman advised me to break her glasses
C©u 44: No one replied when I phoned.
A. When I phoned, there was no signal.
B. When I phoned, there was no reply.
C. When I phoned, there was nobody else.
D. When I answered the phone, there was a reply.
C©u 45: “I’m sorry I have to leave so early,” he said.
A. He apologized for having to leave early.
B. He apologized to have to leave early.
C. He apologized that he has to leave early.
D. He apologized to have left early.
6. Choose the word that has the underlined part pronounced differently from the
others.
C©u 46:
A. pizza
C©u 47:
A. apply
C©u 48:
A. off
C©u 49:
A. walked
C©u 50:
A. say
B. pass
C. books
D. stop
B. banana
C. application
D. about
B. of
C. safe
D. knife
B. filled
C. died
D. played
B. said
C. any
D. says
----------------- HÕt -----------------
The 56th, 57th period
Date: 28/ 12/ 2010
Grade 11
THE FIRST TERM TEST FEEDBACK
Aims: Correct and explain to the students about the test.
Së GD - §T Th¸i B×nh
®Ò thi CUèI häc kú i – n¨m häc 2010 - 2011
Trêng THPT NguyÔn Tr·i
M«n thi: ANH V¡N 11
(Thêi gian lµm bµi: 60 phót)
§Ò sè: 196
Hä tªn thÝ sinh:..............................................................
SBD:..............................................................................
1. Choose the underlined word or phrase in each sentence that needs correcting.
C©u 1: If you came to my party yesterday, you would have seen your former friend.
A. If
B. came to
C. seen
D. former
C©u 2: She is looking forward to go to Europe after she finishes her studies at the University.
A. looking
B. go
C. finishes
C©u 3: After Tom ate dinner, he wrote several letters and went to bed.
D. at
the
A. ate
B. wrote
C. several letters
D. went
C©u 4: When I was sick with the flu, my mother made me to eat and rest in bed.
A. with
B. the flu
C. to eat
D. in bed
C©u 5: Sorry! Could you tell me the way to the post office?
A. Sorry
B. tell
C. the way
D. post office
2. Choose the option A, B, C or D that best complete the sentence or substitute for
the underlined part.
C©u 6: It’s time you ............... harder for the exams.
A. Worked
B. Work
C. Have worked
D. Are working
C©u 7: Daisy is so .................. She only cares about herself, not about other people.
A. helpful
B. selfish
C. loyal
D. talkative
C©u 8: On the days of Tet, many people go to the pagoda to ............................ for a happy
year for themselves and their family.
A. pray
B. long
C. desire
D. ask
C©u 9: They lit the ................... and began to sing “Happy Birthday”.
A.presents
B. toys
C. candles
D. flowers
C©u 10: If it ........... rain next Sunday, I.............. to see you.
A. isn’t/ come
B. doesn’t/ will come C. didn’t/ came
D. hadn’t/ had
come
C©u 11: “...........................”, Andy suggested.
A. Are you going for a walk?
B. How about going for a walk?
C. Did you go for a walk?
D. Could you go for a walk?
C©u 12: . .......... hard, you will eventually succeed.
A. Should you work B. If you worked
C. Did you work
D. When you
worked
C©u 13: On the..............of our wedding , we would love to invite your family to our
dinner.
A. opportunity
B. chance
C. anniversary
D. birthday
C©u 14: We..............TV when it started to rain.
A. were watching B. watched
C. are watching
D. watch
C©u 15: She did nothing but ..........
A. cry
B. cries
C. crying
D. to cry
C©u 16: I remember..............a dozen of eggs yesterday but I can’t find them now.
A. to buy
B. bought
C. buying
D. buy
C©u 17: She warned me.............. lending him any more money.
A. in
B. of
C. about
D. against
C©u 18: Everything …………. ready for the first term examination.
A. are
B. have
C. is
D. were
C©u 19: Have you got anything..............?
A. eat
B. to eat
C. to be eating
D. eating
C©u 20: I had the film …….. yesterday.
A. developed
B. printed
C. photocopied
D. pressed
C©u 21: I don’t think she is married ...... two children.
A. in.
B. to
C. with
D. about
C©u 22: She enjoys ................... to the zoo on her birthday.
A. being taken
B. being taking
C. to be taken
D. taking
C©u 23: They asked me ………. I had seen John the day before.
A. that
B. why
C. if
D. what
C©u 24: Banh Chung is made ............. sticky rice, green beans and fatty pork.
A. of
B. from
C. with
D. by
C©u 25: . ...................... the film once, she didn’t want to watch it again.
A.watching
B. To watch
C. To have watch
D. Having watched
C©u 26: If the police arrest you, don’t say ……..until your lawyer gets there.
A. anything
B. nothing
C. something
D. none
C©u 27: She doesn’t write to me as often as she……..
A. used to
B. was used to
C. gets used to
D. has used to
C©u 28: The furniture ……..more expensive than we …….at first.
A. is/ thought
B. are/ thought
C. are/ have thought
D. is/ had thought
C©u 29: It was …….hot day that we decided to leave work early and go to the beach.
A. so
B. such a
C. such
D. so that
C©u 30: He didn’t come to class for 3 days, and ……… knows where he is.
A. someone
B. no one
C. everyone
D. anyone
3. Read the passage and choose the best answer for each question
The most important championship in international football competition for women is
the Women’s World Cup. Organized by FIFA, its first tournament was held in 1991,
sixty-one years after the first one for men.
Although established not long ago, the Women’s World Cup is growing in
popularity. Its first championship was hosted in China with 12 teams sent to represent
their countries. Eighty years later, over 650,000 spectators attended the finals, and nearly
a billion viewers from 70 countries watched them on TV. And by the fourth tournament
in 2003, the number of finalists had increased to 16. As FIFA estimates, the current 40
million girls and women playing football around the world will equal the number of men
by 2010.
The FIFA Women’s World Cup 2007 was decided to be held in China. Originally,
China was hosted the 2003 Women’s World Cup, but due to the outbreak of SARS in that
country, the event was moved to the United States. Having hosted the 1999 version of the
World Cup, it was thought to be the only nation that could organize the tournament in
such a short time.
C©u 31: What was the passage mainly about?
A. The World Cup tournament.
B. The organization of FIFA.
C. The FIFA Women’s football championship. D. The FIFA Women’s World Cup 2007.
C©u 32: What could best replace the phrase growing in popularity?
A. not liked any more.
B. liked by more people.
C. increased in number.
D. played by adult women.
C©u 33: How often is Women’s World Cup organized?
A. Every eight years.
B. Every four years.
C. sixty-one years after the men’s.
D. Every sixteen years.
C©u 34: What does the event refer to?
A. China.
B. the outbreak of SARS.
C. the 2003 Women’s World Cup.
D. the 2007 Women’s World Cup.
C©u 35: What is NOT true about the Women’s World Cup?
A. The number of girls and women playing football has equaled that of men.
B. Almost one billion people watched the 1999 Women’s World Cup finals on TV.
C. The first Women’s World Cup tournament was held in China.
D. The 2003 championship finals were hosted by the United States.
4. Fill each numbered blank with one suitable word or phrase A, B, C or D.
“... To participate in the contest, you have (36)............ in groups of three.
Each group must compete five activities in all. On completion of each activity, you will
have to answer the questions on the worksheets (37)............ two minutes. The judges will
observe and score your performance. The maximum score for each activity is 15 points.
At the end of each competition, the judge will announce the (38)............. score of each
group. The group that gets the highest score will be the winner. The winner will be
(39)............... a set of CDs for studying English and an Oxford Advanced Learners’
Dictionary. Now, let’s (40)............. our competition.”
C©u 36:
A. worked
C©u 37:
A.with
C©u 38:
A. total
C©u 39:
A. award
C©u 40:
A. take
B. to
work
C. to
be working
D. work
B. at
C. within
D. on
B. one
C. all
D. every
B. awarded
C. reward
D. brought
B. finish
C. started
D. start
5. Choose the correct sentence among A, B, C or D which has the same meaning as
the given one.
C©u 41: I prefer going out for a meal to staying at home.
A. I’d rather go out for a meal than stay at home.
B. Going out for a meal is very interesting.
C. I’d like to go out for a meal.
D. Staying at home is more boring than going out for a meal.
C©u 42: They don’t let workers use the office telephone for personal calls.
A. They don’t allow using the office telephone call personal secretaries.
B. They don’t allow workers to use the office telephone.
C. The office telephone is not used by workers personally.
D. They don’t let the office phone use for personal purpose by workers.
C©u 43: “You broke my glasses”, said the woman to me.
A. The woman insisted on breaking her glasses.
B. The woman blamed me for breaking her glasses.
C. The woman told me to break her glasses.
D. The woman advised me to break her glasses
C©u 44: No one replied when I phoned.
A. When I phoned, there was no signal.
B. When I phoned, there was no reply.
C. When I phoned, there was nobody else.
D. When I answered the phone, there was a reply.
C©u 45: “I’m sorry I have to leave so early,” he said.
A. He apologized for having to leave early.
B. He apologized to have to leave early.
C. He apologized that he has to leave early.
D. He apologized to have left early.
6. Choose the word that has the underlined part pronounced differently from the
others.
C©u 46:
A. pizza
C©u 47:
A. apply
C©u 48:
A. off
C©u 49:
A. walked
C©u 50:
A. say
B. pass
C. books
D. stop
B. banana
C. application
D. about
B. of
C. safe
D. knife
B. filled
C. died
D. played
B. said
C. any
D. says
----------------- HÕt -----------------
The 57th period
Date: 29/ 12/ 2010
Grade 11
Theme: finalizing students’ grades
The second term of grade 11
Unit 9: THE post office
th
The 58 period
Date of preparation :
Period 53:
Unit 9: the post office
Lesson: reading
I. Objectives:
Students can read and know about Post Office and the different services and make
questions and answer them well.
II. Methods: Integrated, mainly communicative.
III. Teaching aids: Some photos of famous post office and some information about
them.
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: : No checking
3. New lesson:
Stages
Teacher’s activities
* Warm up: Warm-up: (5 minutes)
(5mins)
- ask some questions
1.How far is it from your home to
the nearest post office?
2.Have you ever been there?
3.How often do you go to the post
office?
4. what services do you think the
post office offer?
* Pre- Recheck and introduce the new
reading :
lesson:
( 7mins )
Pre-reading: (7 minutes)
Students’activities
- Listen and try to answer the
questions
1, 2 kilometers
2,yes I have
..........
* While
reading :
( 20mins )
* Postreading :
- Explains the new words : Mail and Parcel service, Express
Money Transfer, Phone calls and
Faxes, Press Distribution,
spacious, courteous, speedy,
receive, subscribe,…
- Ask students to look at the
pictures in the book
-Let students work in pairs to
answer the questions
- Let each student stand and
speak their opinions
While-reading: (20 minutes)
1. Task 1
- Let students open the book and
read silently while teacher reads
aloud and correctly
- Ask students to read
themselves and write down some
information
- Let students work in pairs to do
the task1
2. Task 2
- Let students read all sentences
and explain some new words if
necessary
-Ask students to read again and
stop at the lines that contains
these words to guess the
meaning
-Let students do the task
individually
-Call on some students to answer
and explain their answers
- Listen and correct if needed
3. Task 3
- Let students work in pairs
-Read the passage again and do
the task individually and then
check their answers with a friend
-Call on some students to give
and explain their answers
-Give corrective feedback
Post-reading: (10 minutes)
- Listen to the teacher and
then discuss in their groups
- Some students stand up and
answer in roles...
- Read quickly and give
some sentences in the text
which are in A
- Predict the meaning of
words
- work in pairs
-Keys : 1c ,2b .3d .4c.
- Work in pairs and answer
the questions
-Key:
1,advanced technology and a
spacious and pleasant front
office
2,Mail and parcel service,
express money transfer,
phone calls and faxes, press
distribution
3,air mail , surface mail ,and
EMS mail
4,For someone to receive a
phone call
5, subscribe
- Read quickly and find
information to compare with
their partners
-Keys : 1, Open daily 7-9
p .m
2,competitive rate for parcels
of under 15 kg
( 10mins )
-Ask students to close their
(for
books and practise discussing the
advanced Ss) questions
- Let students give opinions
- Go around to check ,help and
take note of students typical
errors
-Call on some students to talk
and give feedback
3.EMS mail will be delivered
in the shortest time possible
4, the money will be sent to
your relatives in less than 24
hours
- Work in groups and discuss
which sentences go with the
word given
-Work in small groups of 3
or 4 and take turn to talk
about Thanh Ba post office
4. Consolidation : Give the main points of the lesson : talk about people's background
5. Homework :- Learn new words and questions by heart
- Prepare for new lesson
Date of preparation :
Period 54:
Unit 9: the post office
Lesson: speaking
I. Objectives:
Students should know how to ask and answer about the different postal and
telecommunication services.
II. Methods: Integrated, mainly communicative.
III. Teaching aids: Some photos of famous post office and some information about
them.
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson(5mins): write new word, translate the passage into Vienamese
3. New lesson
Stages
Teacher’s activities
Students’activities
* Warm
_ Have you ever gone to the postup:
office to send a letter ?
Free answer.
( 5mins )
_ Have you ever used the services
of the Post Office?
* Prespeaking :
( 10mins )
- Explains the new words : - install
(v), installation (n) , registration (n)
- Encourages the Ss to give English
equivalents, or Vietnamese
meanings of the new words.
1. Task 1.
- T asks Sts to close their text
- Take notes.
- Gives English equivalents, or
Vietnamese meanings of the
new words if possible.
- Sts close their text books.
- Sts rearrange the sentences to
books.
- T shows a board with the dialogue
of Task 1 written on it but in
jumbled order. T asks Sts to
rearrange the sentences to have a
correct dialogue.
- T asks some Sts to read the
dialogue.
- Ask Sts to answer the
* While
question :What service is the
speaking : customer using in the dialogue?
( 12 mins )
2. Task 2
_ T uses a board to give the cues for
doing
Task 2.
A. Good morning. Can / help / you?
B. Yes, I / like / have / telephone
line/ installed / home .
A. Well. Can/ have/ address,/ please
?
B. 03 Phan Dang Luu Street. When/
it/ done ?
A. installation/ take / week / your
registration.
B. Well, Can / come /Friday,/
please? /
A. Yes, / fine. / you /got /a telephone
/yet?
B. Oh, yes. /I’ve /one / already..
And, how much / the installation fee
/ monthly fee ?
A. Well / installation fee / three
hundred thousand / the monthly
fee /twenty seven thousand /. Fill /
this form, /please.
- T asks Sts to make a
conversation from the suggestion in
Task 2.
- T asks some pairs of Sts to act
* Post out the conversation.
speaking :
3. Task 3
( 10mins)
- Asks the Ss to use the dialogue in
Task 1 to make a new dialogue for
the following situation :
- Your best friend’s birthday is on
have a correct dialogue.
- Answer the question
Key:
The service the customer
using is the fax service
Group work:
- Pair work
A. Good morning. Can I help
you?
B. Yes, I’d like to have a
telephone line installed at home
.
A. Well, Can I have your
address, please ?
B. 03 Phan Dang Luu Street.
When can it be done ?
A. The installation will take
place about one week after
your registration.
B. Well, Can you come on
Friday, please?
A. Yes, that’s fine. Have you
got a telephone yet?
B. Oh, yes. I’ve got one
already. And, how much is the
installation fee and monthly fee
?
A. Well, The installation fee is
three hundred thousand dongs
and the monthly fee is twenty
seven thousand dong. Fill in
this form, please.
Key:
A. Excuse me!
B. Yes? What can I do for you?
A. Could you help me to send a
greeting card and a bunch of
red roses to my friend on May
05?
B. Certainly. What’s your
friend’s address, please?
A. It’s 24 Le quang Dinh
May 05. You want to send her / him
a greeting card and a bunch of red
roses on his / her birthday by using
the Flower Telegram Service of the
Post Office.
Street, Binh Thanh District.
B. OK. It’ll be sent on that day.
A. Thank you. Oh. How much is
that?
B. It’s six thousand dong. You
can see the rates on the table.
A. Yeah. I see. Here you are.
Thank you.
B. You’re welcome.
4. Consolidation : Give the main points of the lesson : talk about different postal and
telecommunication services
5. Homework :- Express satisfaction or disatisfaction toward postal services
- Prepare for new lesson
Date of preparation :
Period 55:
Unit 9: the post office
Lesson: listening
I. Objectives:
Students will be able to listen to a monologue or a dialogue of 150 – 180 words for
general of specific information about the post office
II. Methods: Integrated, mainly communicative.
III. Teaching aids: cassattes and tapes, textbook , real objects
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: (5mins) talk about different postal and telecommunication services
3. New lesson:
Stages
Teacher’s activities
Students’activities
Warm up : - Let students see the cellphone - Look at the real object and the
(2 minutes) and some pictures of the post
pictures then listen and answer the
office the ask students some
teacher’s questions.
questions to lead in the new
Prelesson.
listening
(10
- Ask students to work in pairs.
- Work in pairs to ask and answer
minutes)
- Ask some of the students to
some questions in the book (page
answer the questions in front of
105).
the class.
- Answer the questions before the
- Have students listen and repeat class.
some words in the book then
introduce some difficult new
- Listen and repeat
While words in the listening text.
listening
1. Task 1
(15minutes) -Ask students to read through
task 1 then listen to the tape to
choose the best answers.
- Play the tape more than three
times if necessary
- Ask students to read aloud their
answer and give reason foe their
choice.
- Correct the students’ answers.
2, Task 2
- Ask students to read the
questions in task 2 then play the
tape for the students to listen
again to do it.
- Have students compare their
answers with their friends.
- Ask some students to write
their answers on the board.
- correct and explain the answers
sentence by sentence.
Postlistening :
(for
advanced
Ss) (10
minutes)
- Ask students to work in groups
to retell the main points of the
lesson.
- Go around the class to help
students if necessary and to
make sure that all the students
take part in the lesson.
- Listen to the tape to do task 1
- Read aloud the answer and
explain the reason why to choose
that answer.
Suggested answers:
1. b 2. d 3.c 4.d
5.c
- Read some questions in task 2
then listen and answer them.
Suggested answers:
1. Chine has the highest growth in
the number of telephone
subscribers.
2. In the early 1990s,there were
only 140,000 telephones in
Vietnam.
3. In 1996,the fixed telephone
numbers were changed from six to
seven digits in Hanoi and Ho Chi
Minh city as well as five to six
digits in other provinces.
4. In 2001.
5. there 6014 communal post
offices in Vietnam.
- Work in groups of four to retell
the main points:
1. Vietnam’s rapid growth in
telephone numbers.
2. The addition of digits to
existing telephone numbers to
meet the increasing demands.
3. The reduction in monthly
telephone fees.
4. The expansion of the telephone
networks to Vietnam’s rural areas.
4. Consolidation : Give the main points of the lesson : summarize the listening passage
5. Homework :- learn by heart new words and summarize the listening passage
- Prepare for new lesson
Date of preparation :
Period 56:
Unit 9: the post office
Lesson: writing
I. Objectives:
By the end of this lesson, Ss will be able to write a letter to express satisfaction or
dissatisfaction towards postal services of 120-130 words based on suggested word cues
or idea prompts
II. Method: Integrated, mainly communicative.
III. Teaching aids: Some cues, textbook ….
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: (5mins) summarize the listening passage
3. New lesson:
Stages
Teacher’s activities
Students’activities
* Warm up: _ Teacher raised a few guiding
( 5’ )
questions : Have you ever used Free answer.
a service of the Post Office ?
Are you satisfied with the
services ?
* Prewriting :
( 10’ )
- Explains the new words : the
quality of the equipment,
arrogant, pickpocket.
- Encourages the Ss to give
English equivalents, or
Vietnamese meanings of the
new words.
1. Task 1.
_ T gives Sts some useful
structures to discuss:
- Take notes.
- Gives English equivalents, or
Vietnamese meanings of the new
words if possible.
- Pair work.
* While
writing :
( 15’ )
Post writing :
( 7’ )
I think.....
I believe .....
As I know.......
2. Task 2
- Let students read quickly taks
2
- Explain some new words if
necessary:
- Ask some other groups to
write a letter using some cues
below
-Introduce the structure of the
letter they are going to write
1,Opening : Introduce who you
are ; say the purpose of your
letter
2,first paragraph : say about
what you like about the service
3, Second paragraph : say
about what you don’t like
about the service ; make
suggestions if possible
4,Closure : thank the recipient
for their time and attention
;good bye
-Go around and help if
necessary
- Asks sts to exchange their
writng
- Asks sts to peer correct
- Calls on 2 sts write down
their writing on the board
- Write their letter in the
notebooks.
* Suggested writing:
Dear Sir,
I have lived here for five years
and during this time I have used
most of the services of Thanh Ba
post office. Now I am writing to
show you my opinions of these
services. The staff here are very
helpful and polite. They are
willing to help when we need.
The prices of the services here are
quite reasonable, so most people
in our neighborhood use the
services here. However, there are
still some matters. The equipment
in the post office needs upgrading.
Sometimes I needed to fax an
urgent document but it was
impossible because the fax
machine was
out of order.
Moreover, the
delivery of
newspapers is never punctual.
One more thing I want to mention
is that the security conditions of
the post office are not very good.
There used to be property loss
here.
I am writing in the hope that
these matters will be improved. If
so, I believe more and more
people will go to Thanh Ba post
office.
Yours faithfully,
- Peer correct
4. Consolidation : Give the main points of the lesson : how to write a letter to express
satisfaction or dissatisfaction.
5. Homework :- finish the writing at home
- Prepare for new lesson
Date of preparation :
Period 57:
Unit 9: the post office
Lesson: language focus (p1)
I. Objectives:
- Students can pronounce the consonant clusters : / sp/ , / st /, and / sk /
- Review defining and non-defining relative clauses.
II. Methods: Integrated, mainly communicative.
III.Teaching aids: Some words related to /st/-/sp/ and /sk/, cassette tape
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: : During new lesson
3. New lesson:
Stages
Teacher’s activities
Pronunciation
I. Pronunciation:
( 10’ )
Listen and repeat
- Read aloud the words with the
consonant clusters : / sp/ , / st /,
and / sk / twice : speak, speech,
speedy, crisp, spacious, Stanley,
stand, stop, best, text, ask, disk,
dusk, skill, school.
- Ask Sts to repeat, and correct
their wrong pronunciation if
necessary.
Practise reading aloud this
dialogue.
- Read aloud the dialogue on page
108.
Students’activities
- listen carefully to T’s
pronunciation.
- repeat the sounds.
- Practise the dialogue
- Ask Ss to work in pairs to
practise the dialogue
Grammar (15’)
Practise (17’)
II.Grammar:
Defining relative clauses and
Non-defining relative clauses
1. Defining relative clauses
Ex1: Elephants who marry mice
are very unusual.
Ex2: My friend John, who went to
the same school as me, has just
written a best-selling novel .
2. Non-defining relative clauses
Ex4: Elephants, which are large
and grey, can sometimes be found
in zoos
Defining relative clauses give
essential information to define or
identify the person or thing we are
talking about
Non-defining relative clauses
are always separated from the rest
of the sentence by commas.
Notes:
- In non-defining clauses, you
cannot use ‘that’ instead of who,
whom or which.
You cannot leave out the
relative pronoun, even when it is
the object of the verb in the
relative clause.
- Non-defining clauses can be
introduced by expressions like all
of, many of + relative pronoun:
Examples: There were a lot of
people at the party, many of
whom I had known for years.
III.Practice:
1.Exercise 1:
- Ask Sts to do the exercise
1(p.109) in their text books.
- Go around to help them with
their work.
- Ask some Sts to go to the board
to write the exercise.
- Listen and wite down
- Do exercise 1
Key:
An architect is
someone who designs
buildings.
1. A burglar is someone
who breaks into a house to
steal things.
2. An customer is someone
who buys something from a
shop.
3. A shoplifter is someone
who steals from a shop.
4. A coward is someone
- Correct it.
who is not brave.
5. A tenant is someone who
pays rent to live in a house
or in a flat.
4. Consolidation : Give the main points of the lesson : Defining relative clauses
- Non-defining relative clauses
5. Homework :- finish all exercises
- Prepare for new lesson
Date of preparation :
Period 58:
Unit 9: the post office
Lesson: language focus (p2)
I. Objectives:
- Students can pronounce the consonant clusters : / sp/ , / st /, and / sk / by doing
exercises
- Review defining and non-defining relative clauses by doing exercises
II. Methods: Integrated, mainly communicative.
III.Teaching aids: Some words related to /st/-/sp/ and /sk/, cassette tape
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: : During new lesson
3. New lesson:
Stages
Pronunciation
( 10’ )
Teacher’s activities
Students’activities
I. Pronunciation:
- Ask Ss to read some words:
- Look at the words and
stand, skirt, stay, speak, spy, stain, read them
sterm, sport, speed.
- Ask Ss to name out all the words - Name out
containing the souns /sp/- /st/- /sk/
Practise (32’)
II.Practice:
1.Exercise 2:
- Ask Sts to do the exercise
2(p.109) in their text books.
- Go around to help them with
their work.
- Ask some Sts to go to the board
to write the exercise.
- Do ex 2
* Key:
1. who 2. whose
3. whom 4. whose
5. whom
- Correct it.
2. Exercise 3.
- Ask Sts to do the exercise
3(p.109) in their text books.
- Go around to help them with
their work.
- Call on some Ss to give answer
- Correct Ss’ answers
3. Exercise 4:
- Ask Ss to do E.x 4 individually
- Go around to help if necessary
- Call on some Ss to wirte their
answers on the board
- Correct Ss’ answers
- Do E.x 3
Key
1. The man who answers
the phone told me …..
2. The waitress who
served us was very
impolite..
3. The building which was
destroyed in the fire has
now been ….
4. The people who were
arrested have now been
5. The bus that goes to the
airport runs every…
- Do E.x 4
Key
1. Peter, who has never
been abroad, is studying .
2. You’ve all met M.M,
who is visiting…..
3. We are moving to
Manchester, which is ….
4. I’ll be staying with
Adrian, whose brother….
5. J.B, who has gone to
live in Canada, is one ..
4. Consolidation : Give the main points of the lesson : Defining relative clauses
- Non-defining relative clauses
5. Homework :- finish all exercises
Date of preparation:
PERIOD 59:
Test yourself C
I.OBJECTIVES
By the end of the lesson, Ss will be able to consolidate all important knowledge that
they’ve learnt in order to finish all exercises and practice more by doing exercises.
II. METHODs: Integrated, mainly communicative
III.TEACHING AIDS: Textbook, CD player
IV. PROCEDURE
1. Organization (1m)
Class Date of teaching
Attendance
2. Check previous lesson: This part will be done during the lesson
3. New lesson:
Stages
Teacher’s Activities
Students’ Activities
Warm-up
(5mins)
*Repeat all important topics as
well as grammatical issue that
you’ve learnt in that lesson
Listening
(7mins)
I. Listening
-Ask Ss to listen to the
conversation and order the
telephone expressions
-Get Ss to listen carefully and then
find a partner to check their
answers with.
-Check with the whole class and
provides corrective feedback.
Reading
II. Reading
-Listen to teacher and understand
how to practice.
-Listen to the disc
-Do as required.
* Expected answers:
1, G 2, B 3, E 4, F 5, D
6, J 7, H 8, K 9, C
10, A 11, I
(8mins)
-Ask Ss to read the passage about
Tet holiday in the world and then
answer the following questions.
- Call some ss to write the answers
on the board
-Check up and give feedback
-Work individuals then work in
groups.
-Do as required.
* Answer:
1. They gather before midnight
and select twelve grapes from a
large bunch
2. Because the twelve grapes are
symbols of the twelve months of
the year
3. In Iran
Pronuncia III. Pronunciation & Grammar 4. It last for thirteen days
tion &
A, Pronunciation
5. They read from the Koran,
Grammar -Get Ss to listen carefully and then then all embrace each other and
(10mins) put a tick (v) in the right box, say “ May you live 100 years”
paying
attention
to
the
pronunciation of the underlined -Work individual
part of the word
-Do as required.
-Check with the whole class and
Expected answer:
provides corrective feedback.
A.
B. Join the sentences, using
1, glean
2, fry 3, thrive
WHO or WHICH
4, overthrow
-Ask ss to rewrite the sentences,
B.
using the given relative pronouns 1, Earth is a planet which can
- Call ss to write the answers on
support life.
the board
2, The book is about a girl who
-Check and give feedback
runs away..
Writing
3, A dictionary is a book which
(12mins) IV. Writing
give you...
-Ask Ss to write a paragraph on
what they like or don’t like about -Do as required
Tet holiday with 120 words and
-Take notes
they may use the given cues
-Call 2 ss to present their work in
front of the class
- Check their writings and help
them correct the mistakes if
they’ve made.
4, Consolidation: (1min)
-Summarize the main points of the lesson .
5, Home work: (1min) -Ask Ss to revise and redo all exercises.
-Prepare next period.
Date of preparation:
Period 60:
UNIT 10 : Nature in Danger
Lesson : Reading (p1)
I.OBJECTIVES
By the end of the lesson students can
+ understand the vocabulary and the contents of the reading about endangered species by
guessing the main in context and do task 1
II. METHODS: Integrated, mainly communicative
III.TEACHING AIDS: Textbook, CD player, disc
IV. PROCEDURE:
1. Organization (1m)
Class Date of teaching
Attendance
2. Previous lesson: Check up during new lesson
3. New lesson:
Stages
Teacher’s Activities
Warm-up *Ask Ss some questions:
(4mins)
1, What is the highest mountain in
the world?
2, What is the name of the famous
mountain in Japan?
3, Name at least three famous
national parks around the world?
- Introduce new lesson
BEFORE
YOU
-Ask ss to read the fact about
READ
endangered species and answer the
(7mins)
questions below
- Call 2 pairs present their work in
front of the class
- Elicit new lesson
Students’ Activities
-Answer T’s questions:
Expected answer:
1, Mount Everest
2, Mount Fuji
3, Yellowstone, Everglades, Cat
Ba, Bach Ma, Nairobi....
-Work in pairs
-Do as required
-Listen to the teacher
WHILE
YOU
READ
(30mins)
*Teaching Vocabulary:
-Present some new words
-Read first then ask ss to read after
-Call some ss to read the words in
front of the class
-Give feedback
-endangered (adj)=bÞ nguy hiÓm, bÞ
tµn ph¸.
-species (n)= chñng lo¹i
-cheetah (n)=b¸o gÊm
-estimate (v)=ưíc tÝnh
-pollutant (n)=chÊt g©y « nhiÔm
-respect (n)=ph¬ng diÖn
-consequence (n)hËu qu¶.
-result in (v)=cause, make sth
happen =g©y ra
Check up: rub out and remember
-Get ss to read through the text
while listening to the disc
-Play the disc once
1. Task 1: (P.116)
-Instruct Ss to read the passage
quickly and stop at the lines that
contain these words to guess
meanings
-Check that Ss understand the words
correctly.
-Ask Ss to work in pairs to fill each
blank with a suitable word.
-Ask Ss to give the answer
-Give feedback
-Listen and read after T
-Do as required
- Do as required
-Read through the text, listening to
the disc
-Read the text then discuss in pairs
to know how to use them in a new
context.
-Use new words to make
sentences.
- Do as required
Expected answers:
1, extinct 2, protect 3,
decreasing
4, pollutants 5, endangered 6,
interference
4, Consolidation : (1min)
Summarise the main points of the lesson
5, Homework: (1min)
- Learn by heart all new words and summarize the reading pasage
- Prepare for the next period.
Date of preparation:
Period 61:
UNIT 10 : Nature in Danger
Lesson : Reading (p2)
I.OBJECTIVES
By the end of the lesson students can
+ understand the vocabulary and the contents of the reading about endangered species by
guessing the main in context and do task 2, task 2 and after reading
II. METHODS: Integrated, mainly communicative
III.TEACHING AIDS: Textbook, pictures
IV. PROCEDURE:
1. Organization (1m)
Class Date of teaching
Attendance
2. Previous lesson: (5mins) Ss write new words
3. New lesson:
Stages
Teacher’s Activities
Warm-up Warm - up
(5mins)
- Ask students to look at the pictures
and answer the questions :
1, What animals can you see in these
pictures?
2, where do these animal often live?
3,What would happen if their habitats
were destroyed?
WHILE
YOU
READ
(20mins)
2, Task 2: (p.117)
-Ask Ss to read the text again then
chose the best choice to sum up
each paragraph
Students’ Activities
-Look and guess
1. a tiger ,an elephant , a bear , a
lion
2, they often live in the forests
,zoos or National parks
3. if their habitats were
destroyed ,animal s would die, the
environment would be polluted.
Nature would be in danger
-Listen to the teacher and do as
required.
-Practice carefully then discuss,
-Call ss to give their answer
-Ask Ss to explain their choices
-Check and give feedback
3. Task 3: (p.117)
-Ask ss to study the questions then
read around the passage to find the
answers.
-Get SS to check their answer with a
peer.
-Call on some Ss to write their
answers on the board and ask them
to explain their choice.
-Give the correct answers
AFTER
YOU
READ(for
advanced
Ss)
(12mins)
compare and then present before
the class.
Expected answer:
1, C
2, B
3, A
4, C
-Listen to teacher.
-Work in pairs.
-Do as required..
Expected answers:
1.The four ways that human
beings are changing the world are:
- They are changing the
environment by building cities
and villages
- They are affecting the water
supply by using water for
industry and argriculture
- They are changing wether
conditions by cutting down
trees in the forest
- They are destroying the air by
adding pullutants like smoke
from factories and fumes from
automoble motors
2. The seriouss consequences of
people’s interference with the
environment are :
- Many kinds of animals are
killed
- The environment where these
animals are living is badly
destroyed
3. Many efforts have been done to
protect endangered nature , such
as :
- Many organizations have been
set up and funds have been raised
- Thousands of national parks
have been established and protect
endangered animals
Discussion:
- Laws have been introduced to
-Ask Ss to work in groups to find
out why some animals have become prohibit the killing of endangered
extinct..
animals
-Go around to help Ss when
necessary.
-Do as required.
-When all groups have finished.
-Practice carefully then discuss
Call some Ss to report their ideas to and compare and then present
the class.
before the class.
-Elicit corrective feedback.
-Give comments
4, Consolidation : (1min)
Summarise the main points of the lesson
5, Homework: (1min)
-Ask Ss to practice once more and do Ex in work book.(p.63-64-65)
- Prepare for the next period.
Date of preparation:
Period 62:
UNIT 10 : Nature in danger
Lesson : Speaking
I.OBJECTIVES
By the end of the lesson, Ss will be able to
+ know more about endangered nature, the measures for protecting endangered nature
II. METHODS: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, poster
IV. PROCEDURE
1. Organization (1m)
Class Date of teaching Attendance
2. Previous lesson: (4min.) Call ss to summarize the reading
3. New lesson
Stages
Warm-up
Teacher’s activities
Game : Jumbled words
Students’ activities
- By turns, representative of
(4min.)
- Give out a list of jumbled words
each group writes a right letter
(on a poster)
on the board.
- Ask Ss to find out the right words
- The group with more right
and write on the board.
letters will win
vienronment – dustryin – lutantspol
Answer key :
– tingcut setre – neymich
Environment – industry –
Presentation Pre-teach vocab
pollutants – cutting trees –
(34min.)
chimney
-Present some words
-Read first then ask ss to read after
– capture (v): bắt giữ
-Listen to the teacher
– burn (v): đốt cháy
-Practise reading and copy
– discharge (v): thải
down
– pollutant (n): chất gây ô nhiễm
– ban (v) = prohibit (v): cấm
1. Task 1.(p. 118). Work in pairs.
- Work in pairs to do the task
- Ask Ss to put the reasons why
Model :
T : In your opinion which
reason is the most important ?
S1 : I think burning the forest
is the most important. Because
animals and plants will die,
which cause the air pllution
S2 : I think cutting drown trees
nature is threatened in the order of
importance
- Move around to give help
-Call some pairs to give their work
and explain why
- Give comments
2. Task 2.(p.118) Work in pairs.
- Ask Ss to match the reasons in
Task 1 with possible measures for
protecting the environment in Task
2
for wood is the most important
because without trees and
plants , most water would run
off and cause not only erosion
but also floods.
- Work in pairs to do the task
model
A : It is said that people are
reasons and the measures.
killing animals for fur, skin
and food.
-Give feedback
B : I think killing animals for
3. Task 3.(p.118) Work in pairs.
fur , skin and food should be
banned.
- Ask Ss to make a conversation,
-Work in pairs to make a
using the passive voice of should to dialogue
model
combine the ideas in Task 1 with
A : It is said in the newspaper
those in Task 2
that people are burning forests
and cutting down trees for
- Model the conversation with a
wood.
good student.
B : That’s why the forests are
destroyed.
- Call on some pairs to demonstrate
C : What should we do to
-Call on some pairs to say the
in front of the class.
protect forests ?
B : I think burning forests and
- Give feedback and make
cutting down trees for wood
comments
should be banned and planting
trees should be encouraged
4. Consolidation (1m) - Remind main points of the lesson
5. Homework (1m) -Revise old lesson and prepare for the next one
Date of preparation:
PERIOD 63:
UNIT 10: NATURE IN DANGURE
LESSON : LISTENING
I.OBJECTIVES By the end of the lesson, Ss will be able to
+ know more about national parks in the US by listening for general information and
comprehension
II. METHOD: Integrated, mainly communicative
III.TEACHING AIDS: Textbook, CD player, disc
IV. PROCEDURE
1. Organization(1min.)
Class Date of teaching Attendance
2. Oral check: Check up during new lesson
3. New lesson
Stages
WARMUP (6’)
Teacher’s activities
Game : Guessing word
- Divide the class into 2 groups and
tell the rules of the game
- Give the hints
1. _ _ _ _ _ _ _ _ _
2. _ _ _ _ _
1/ A national park in Vietnam
2/ An animal which is known as the
BEFORE King of forests
YOU
Pre-teach vocabulary:
LISTEN -Present new words
(8’)
-Get ss to listen to the teacher then
read after
Students’ activities
- Work in groups
- Guess words based on cues
Expected answer:
Cuc Phuong; Tiger
-Listen to the teacher
- Practise reading and copy down
WHILE
YOU
LISTEN
(20’)
AFTER
YOU
LISTEN
(8min.)
- vehicle (n): phương tiện đi lại
- devastating (n): sự tàn phá
- scenic feature (n): đặc điểm tự
nhiên
* Work in pairs:
-Ask ss to name some national parks
in Vietnam
-Give feedback
* Listen and repeat (p.119)
-Read and explain the words
-Ask ss to listen and repeat
-Call some ss to read in front of the
class and give comments
1. Task 1: Decide true/false
statament
- Play the CD 2 times and get Ss to
work in pairs to do the task
- Invite some Ss to give the answers.
- Check the answers with the whole
class.
- Play the CD one more time for Ss to
listen and check if necessary.
-Give correct answer
2. Task 2: Answer the question
-Get ss to study the questions then
guess the answers
-Ask ss to listen again and answer the
questions
- Call on some Ss to write their
answers on the board.
- Check and give feedback
- Ask Ss to summarize the main ideas
of the listening passage, using the
information in Task 1 and 2.
- Call some Ss to read their notes and
-Do as required
Cuc Phuong,Bach Ma..
-Do as required
-Take notes.
- Work in pairs to guess the
options
.- Listen to the disc to do the task
and check their prediction.
-Give the answers
-Take notes
Expected answers :
1. T
2. T
3. F
4. T
5. T
- Work individually
-Give answers
Answers:
1. 52
2. Millions of people
3. -Rare animals are killed for fur,
skin or other parts.
- Trees are cut down for wood
- Fires caused by careless people
- Pollution from visitors’ vehicles
4. -Rare animals and trees should
be protected
- Fires caused by careless people
should be limited.
- Pollution from visitors’ vehicles
should be decreased.
(For good check with the class.
-Work in groups
students) - Give feedback.
-Do as required
4. Consolidation (1m): - Remind main points of the lesson
5. Homework (1m): - Revise old lesson and prepare for the next one
Date of preparation:
PERIOD 64:
UNIT 10: NATURE IN DANGURE
LESSON : WRITING
I.OBJECTIVES
By the end of the lesson, Ss will be able to describe a location based on facts and
figures of 120-130 words using suggested word cues or idea prompts
II. METHODS: Integrated, mainly communicative
III.TEACHING AIDS: Textbook, sample writing
IV. PROCEDURE
1. Organization(1min.)
Class Date of teaching Attendance
2. Oral check: Check up during new lesson
3. New lesson
Stages
Warm up
(4min.)
Before you
write
(8min.)
Teacher’s activities
Warm – up
Show some pictures and ask sts
some questions
-Look at the pictures and guess
+ which national park is it ?
+Is it one of Vietnam’s national
parks ?
I. Before you write
Setting the scene
-Ask Ss to read the passage
carefully and fill in each blank
with one suitable word or phrase
*Cuc Phuong National park is
located 160km(1
Of HaNoi . It is the first of
Vietnam’s nine national parks to
be (2) ________ and it contains
over 200km2 of
(3) ________ . Tourists go there
to study butterflies, visit
Students’ activities
-Close the textbook
-Look the pictures
Give the answers
-Listen and answer the
questions
Cuc Phuong national park
- Practice individual then
compare answers
Suggested words
1. south west
2. established
3.rain
forest
4.caves 5.
1000 year old
6. 2000
7.fauna
8. endangered species
-Open the textbook
-Listen the questions
- Work in pairs
(4) ________, hike mountains and -Guess the answers with some
look at (5) ________ tree.
information from textbook
According to scientists, there are
about (6) ________
- Work in groups
different species of flaura and 450 - Write on the small board
species of(7)
- Exchange the writing between
Many visitors come to Cuc
groups to correct
Phuong to see the work being
-The whole class concentrate
done to protect (8) ________ .
on reading the paragraph and
-Go around to help and check
remark
Provide with some necessary
Suggested paragraph
phrases and prompt
* Cat Ba National Park , which
-It’s located on /in
was declared as a national
-It’s famous for
park in 1986, is located on
-It covers / contains
catBa Island, 12okm from
-Its total area is
Hanoi and 20km east of Hai
While you -There are ......species of / kind of/ Phong.
write
sort of ...
Cat Ba National Park is the
-We can find ..................
only site in Viet Nam endowed
(20mins)
II. While you write
with both tropical forests and
-Give the questions
coastal waters with while sand
1. Where is Cat Ba national park beaches, abundant natural
located ?
resources , beautiful
2.What are thefeatures of Cat Ba
landscapes and many kinds of
national park?
rare animals and plants. It
3.How large is it ?
covers 15.200ha, including
4. What do you know about the
9.8000ha of ocean
animals and plants in Cat Ba
Cat Ba National Park
park ?
preserves approximately 300
5.What are som historic features
species of fish, 40 kind of
of the parks?
animals, 150 different birds
-Ask Ss to write a description
and 620 species of plants.
about CatBa national park, using
The stone tools and human
the facts and figures below
bones found in the island’s
After you
-Go around to help and check
limestone caves reveal that
III. After you write
people inhabited there at least
write
- Ask sts to exchange their writing 6.000 years ago.
(10mins)
and peer correction
- Asks 2 sts to go to the board and - Correct their mistakes
write down their writing on the
board
- Check with the whole class
4. Consolidation (1m): - Remind main points of the lesson
5. Homework (1m): - Write a paragraph describing Cuc Phuong National park
Date of preparation:
PERIOD 65:
UNIT 10: NATURE IN DANGURE
LESSON : LANGUAGE FOCUS
I.OBJECTIVES: By the end of the lesson, Ss will be able to
- distinguish the sounds / sl / - / sm / - / sn / - / sw /
- understand the use of relative pronouns with prepositions.
- write the sentences with relative pronouns with prepositions.
II. METHODS: Integrated, mainly communicative
III.TEACHING AIDS: Textbook, CD player, disc
IV. PROCEDURE
1. Organization(1min.)
Class Date of teaching Attendance
2. Oral check: ( 4min.)Call 1student to present his/her writing
3. New lesson
Stages
Warm-up
(4min.)
Teacher’s activities
Game : Finding words
- Divide the class into two groups
and ask Ss to close their books.
- Ask each group to write on the
board:
+ 4 words containing the sound /sl/
-/sm/- /sn/and /sw/
- In 2 minutes, the group who first
Pronunciation finishes will win
(5min.)
A. Pronunciation
* Listen and repeat (p.121)
-Model 4 clusters / sl / - / sm / - / sn
/ -/ sw / a few times and explains
how to produce them.
- Ask ss to listen to the disc and
repeat.
-Call on some Ss to read the words
out loud.
* Practise reading these sentences
- Ask Ss to practise the dialogue
given on page 121 in open pairs and
Students’ activities
- Play the game.
-Listen to the teacher
-Listen to the disc and
repeat in chorus
-Do as required
- Practise the dialogue given
on page 121 in open pairs
and then in closed pairs.
Grammar
and pactise
(29min.)
then in closed pairs.
- Call on some Ss to read aloud the
dilogue.
- Make corrections if necessary.
B. Grammar: Relative pronouns
with prepositions
I. Theory -C¸c ®¹i tõ quan hÖ nh
WHOM, WHICH, WHOSE cã thÓ
theo sau 1 giíi tõ - lµm tóc tõ cho
giíi tõ.
*Eg: This is the village in which I
was born
1, Giíi tõ ®øng tríc ®¹i tõ:
Eg: The painting at which you are
looking is of Picasso
2, Giíi tõ ®øng sau ®éng tõ:
The Hotel (which) we stayed at last
summer was very expensive.
3, Giíi tõ ®øng sau ®éng tõ: (KÐp)
Eg: The subject he’s much
interested in is Maths.
II. Practice
1. Exercise 1. (p.122)
-Ask Ss to choose the suitable
italicized words to complete the
following sentences.
- Call on some pairs to read their
answers
- Check the answers with the whole
class.
2. Exercise 2(p.122)
- Ask Ss to combine the sentences
in exercise 2, using preposition +
whom or which.
- Ask some Ss to write the answers
on the board / read aloud
- Give feedback
3. Exercise 3: (p.123)
- Ask Ss to complete the sentences,
using who, whom, which or that.
- Ask Ss to work individually, and
then compare the results with their
partners.
- Give feedback
-Listen to the teacher
-Take notes
-Work in pairs to do the
exercise 1
-Give the answers
* Expected answers :
1. whom
2. which
3. whom
4. who
5. which
6. whom
7. which
- Do exercise 2 in pairs
-Give the answer
* Expected answers :
1. The man to whom I
talked yesterday was very
kind.
2. The man about whom I
told you works in the
hospital.
3. The woman about whom
I am telling you teaches me
English.
4. The movie about which
they are talking is fantastic.
5. The picture at which she
was looking was beautiful.
6. I’ll give you the address
to which you should write
- Do exercise 3 individually
and compare with a partner.
Expected answers:
1. that 2. which
3.who
4. whom 5. that/which 6.
which 7. who 8. whom
4. Consolidation (1m) - Remind main points of the lesson
5. Homework (1m)
Date of preparation:
PERIOD 66:
- Review old lesson and prepare for the next one
UNIT 11: SOURCES OF ENERGY
LESSON : READING
I. OBJECTIVES By the end of the lesson, Ss will be able to
-skim for the gist of the text, scan for specific information and express their own ideas
about sources of energy.
- Practise reading skills such as reading for gist and for specific information
II. METHODS: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, CD player, projector
IV. PROCEDURE
1. Organization (1minute)
Class Date of teaching
Attendance
2. Oral check: Check during the lesson
3. New lesson
Stages
Teacher’s activities
WARM* Network
UP (5mins)
natural gas
BEFORE
YOU
READ
(9mins)
Oil
Students’ activities
coal
Sources of
energy
Nuclear solar wind water
- What sources of energy do you
know?
- Look at the pictures of sources
of energy on page 124 and name
them?
1. Pre-teach vocab
- Fossil fuels (n): nhiên liệu hóa
thạch
- alternative (a): nhiên liệu thay
thế
- be exhausted (v) = run out:
cạn kiệt
- make full use of (v): tận dụng
- Some Ss write their answers
on the board.
Expected answers:
Wind turbine → wind power
Solar pane
→ solar
energy
dam
→ water
power(hydroelectric power)
- Eliciting some new words
from Ss
- Practise reading and copy
down
- infinite = endless (unlimited)
(a): vô tận
-Get ss to read through the text,
-Do as required
listening to the disc
WHILE
-Play the disc
YOU
-Ask Ss to skim over the text
- Work individually, and then
READ
then do the tasks that follow.
compare with a partner.
(25mins)
1. Task 1. Gap-filling
- Some Ss say out their
- Ask Ss to fill in each blank
answers
with a suitable word in the box.
Expected answers :
- Ask Ss to refer to the text for
1. released
2. alternative
the difficult words
3. energy 4. limited
5.
- Teacher and Ss check
exhausted
2. Task 2. (p. 126)
- Work individually, and then
- Get Ss to scan the passage and compare with a partner.
write down the advantages and
- Say out their answers
disadvantages of each alternative - Compare the answers with
source of energy.
their partners.
- Ask Ss to compare the answers - Write the answers on the
with their partners.
board.
- Call on some Ss to say out the
- Do the task
answers
Expected answers :
- Check with the whole class.
1. It comes from fossil fuels
3. Task 3. Answer the
2. Five sources are mentioned
questions.
in the text.
- Get Ss to answer the questions. I think solar energy is the most
- Ask Ss to compare the answers potential.
with their partners.
- Call on some Ss to write the
- Work individually
answers on the board and check - Compare the answer with
- Complete the summary of the
their partners
AFTER
reading passage by filling each
(1) energy; (2) one
YOU
blank with a suitable word from (3) fuels; (4) limited
READ
the box.
(5) alternative; (6) sources; (7)
(8mins.)
- Give feedback and make
unlimited)
comments.
(8) environment
4. Consolidation (1 minute): - Remind main points of the lesson
5. Homework (1 minute): - Learn new words, prepare for new lesson
Date of preparation:
PERIOD 67:
UNIT 11: SOURCES OF ENERGGY
LESSON : SPEAKING
I. OBJECTIVES
- By the end of the lesson, Ss will be able
+ to talk about endangered nature
+ express their own ideas about measures for protecting endangered nature
+ practise speaking skills
II. METHODS: Integrated, mainly communicative
III. TEACHING AIDS: Textbook
IV. PROCEDURE
1. Organization (1 min)
Class Date of teaching
Attendance
2. Oral check (6 mins)
- Answer questions about the previous reading passage
3. New lesson
Stages
Teacher’s activities
Warm-up (4’)
Game : Jumbled words
- Give out a list of jumbled
words (on a poster)
- Ask Ss to find out the right
words and write on the board.
lutionpol – adgevanta –
haustedex – edunlimit –
soudanger – gyener ralso
Pre-speaking
(6mins)
Pre-teach vocab
- radiation (n); sự bức xạ
- abundant (a): phong phú
- solar panel (n): hệ mặt trời
- nuclear reactor (n): lò phản
ứng
* Checking : rub out and
remember
1. Task 1. Work in pairs.
While-
Students’ activities
- By turns, representative of each
group writes a right letter on the
board.
- The group with more right
letters will win
Answer key :
pollution – advantage –
exhausted – unlimited –
dangerous – energy solar
- Eliciting from Ss
- Practise reading and copy down
- Rewrite English words
- Say out their ideas
speaking :
(18mins)
Postspeaking.
(8mins)
- Write the words “advantages,
disadvantages” on the board.
- Ask Ss to read and say out A
or D
- T writes on the board.
- Move around to give help
2. Task 2. Work in pairs
- Ask Ss to talk with a partner
about the advantages and
disadvantages of using each
alternative source of energy,
using the suggestions from
Task 1
- Ask Ss to read the example
- Ask Ss some questions to
check whether they understand
it or not
- Do a sample with a student in
the class
Task 3. Work in groups
- Guide Ss how to do
- Ask Ss to work in groups to
express the belief on the
increasing use of alternative
sources of energy in the future
- Do a sample in front of the
class
4. Consolidation (1 min)
- Remind main points of the lesson
5. Home work (1 min)
- Review old lesson and prepare for the next one
Date of preparation: 16/2/2014
Expected answers:
1. D 2. D 3. D 4. A 5. D 6. A
7. D
- Read the example
- Answer teacher’s questions
- Do sample with the teacher
- Listen to the conversation
- Model conversation:
T: I think that water power can
be an alternative source of
energy
S: Why do you think so?
T: Because our major source of
energy are running out while the
water is available and
unlimmitted
S: I know it also provides energy
without pollution. However it is
expensive to build a dam for
hydroelectricity
- Listen to the teacher
- Work in groups to talk about
the increasing use of alternative
sources in the future
Suggested answer:
I think that solar will be an
effective source of energy in the
future because it is not only
plentiful and unlimited but also
clean and safe. Moreover, it is very
useful for our daily life
PERIOD 68:
UNIT 11: SOURCES OF ENERGY
LESSON : LISTENING
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ know more about how to protect environment
+ listen for general information and practise listening skill such as listening for specific
information through multiple choice questions and filling in the missing words
II. METHODS: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, CD, cassette
IV. PROCEDURE
1.Organization (1 minute)
Class
Date of teaching
Attendance
2. Oral check (5 minutes)
- Talk about the advantages and disadvantages of using alternative energy
3. New lesson
Stages
Teacher’s activities
Students’ activities
Warm-up
(6mins)
Prelistening
(6mins)
Whilelistening :
Game : Word storm
- Divide the class into 4
groups.
- Tell Ss to list the things they
use energy for in their house.
- Ask representatives of the
groups write on the board.
- The group with more right
words will win.
Pre-teach vocabulary:
- ecology (n): sinh thái học
– replace (v): thay thế
– careful with (a): cẩn thận
với
– atmosphere (n): không khí
* Checking : What and where
* Listen and repeat .
1. Task 1 : Choose best
Ss are divided into 4 groups.
Each group tries to write as many
things they use energy for as
possible:
Gas cooker – fridge – washing
machine – fan – light – TV ………
- Representatives of the groups
write on the board.
- Elicit new words from Ss
- Practise reading and copy down
- Some Ss rewrite the English
words.
(17mins)
Postlistening.
(8mins)
answer
- Play the CD 2 times and
gets Ss to work in pairs to
choose the best answer
- Invite some Ss to give the
answers.
- Check the answers with the
whole class.
- Play the CD one more time
for Ss to listen and check if
necessary.
2. Task 2. Write in the
missing words
- Have Ss compare the results
with a partner.
- Call on some Ss to write
their answers on the board.
- T and Ss check
Table completion
- Ask Ss to decide whether
the energy is renewable or
non-renewable. Put a tick in
the suitable column.
- Call some Ss to read their
ideas and check with the
class.
- Give feedback.
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Home work (1 minute)
- Learn old lesson and prepare for next lesson
- Listen and do the task
Expected answers :
1. D
2. C
3. D
5. C
4. A
- Ss work individually and then
compare the results with a partner.
- Expected answer:
(1) unlimited
(2) atmosphere
(3) may
(4) gases
(5) amount
- Ss work individually, and then
compare with a partner
Natural
NonRenew
resources
renewable able
Coal
Geotherma
l heat
Petroleum
Solar
energy
Oil
Wind
energy
Gas
Date of preparation:16/2/2014
PERIOD 69:
UNIT 11: SOURCES OF ENERGY
LESSON : WRITING (P1)
I. OBJECTIVES
- By the end of the lesson, Ss will be able to read the information from a chart
+ write a description from a chart.
+ practise skills of writing to describe a chart
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook
IV. PROCEDURE
1. Organization (1minute)
Class
Attendances
Teaching date
2. Oral check (5 minutes)
- Answer teacher’s questions about the previous listening passage
3. New lesson
Stages
Teacher’s activities
Students’ activities
Warm-up
Game : What and Where
(5mins)
(about some words in the
- Eliciting from Ss
previous lesson)
- Ss listen and repeat those words
- Ask Ss to listen and repeat
- Some Ss go to the board and
those words and erase them word rewrite the erased words.
by word.
Pre-writing
(10mins)
- Eliciting from Ss
Pre-teach Vocab:
- Some Ss rewrite the English
- consume (v): tiêu thụ
words.
– highland (n): cao nguyên
- Ss practise reading in chorus
– trend (n): xu thế
and individually.
– make up = account for (v):
- Some Ss rewrite the English
cấu tao
words.
– figure (n): hình ảnh
* Checking : rub out and
While-
remember
writing:
1. Task 1 : Work with a
(22mins)
partner
- Some Ss answer the questions
- Ask Ss to study the chart about
1. What is the title of the chart?
energy consumption in Highland
2. How many sources of energy
in 2000 and fill in the gaps with
are there in the chart? What are
the information from the chart
they?
- Go around the class and give
3. What made up the largest
help when needed.
amount?How many tons?
- Ask some Ss to write the letter
4. What made up the smallest
on a sheet of paper.
amount? How many tons?
- T corrects Ss’mistakes if
needed
Expected answer:
1. 117
2. coal
3. smallest
4. Coal made up the smallest
amount of energy consumption
(45 million tons)
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Home work (1 minute)
- Review old lesson and prepare for Unit 11- Writing (p2)
Date of preparation:16/2/2014
PERIOD 70:
UNIT 11: SOURCES OF ENERGY
LESSON : WRITING (P2)
I. OBJECTIVES
- By the end of the lesson, Ss will be able to read the information from a chart
+ write a description from a chart.
+ practise skills of writing to describe a chart
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook
IV. PROCEDURE
1. Organization (1minute)
Class
Attendances
Teaching date
2. Oral check (5 minutes)
Check Ss’ writing new words
3. New lesson
Stages
Warm-up
(5mins)
Whilewriting:
(25mins)
Teacher’s activities
Students’ activities
- Ask students to keep book - Keep book close
close
- Work in pairs to transfer the
-give them handout with a table
of information
table into a pie chart
-ask them to work in pair to
transfer the table into a pie
chart
2. Task 2
- Ask Ss to continue the
description of the trends in
energy consumption in the year
2005 in Highland using the
facts and figures suggested.
3. Task 3
- Ask Ss to describe the chart,
using information from Task 1
- Some Ss copy their writing on
the board..
Sample writing for Task 2:
In 2005 the total energy
consumption was 170 million tons.
Nuclear and Hydroelectric made
up the largest amount of this
figure (75 million tons). This was
followed by the consumption of
petroleum (50 million tons). Coal
and Task 2
made up the smallest amount of
- Guide Ss the ways to
energy consumption (45 million
describe:
tons)
+ verb tenses: present tenses
- Write their description on the
and past tenses
board
+ words to describe chart:
Sample writing for Task 3
show, increase, decrease, go
The chart shows the energy
up, rise, fall, drop, slightly,
consumption in 2000 and 2005. As
sharply, quickly, ….
can be seen, the total energy
Post-
- Ask Ss to work in pairs to
consumption increased from 117
writing
describe the chart
million tons in 2000 to 170 million
(7mins)
tons in 2005. Among three kinds
of sources, the consumption of
- Ask Ss to write their
Nuclear and Hydroelectricity
description on the board.
rose sharply from 20 million tons
- Get Ss to make peer
in 2000 to 75 million tons in 2005.
corrections
This was followed by coal which
.
- T corrects Ss’mistakes if
went up slightly from 40 million
needed
tons to 45 million tons. However,
the consumption of petroleum fell
from 57 million tons (2000) down
to 50 million tons ( in 2005). …
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Home work (1 minute)
- Review old lesson and prepare for Unit 11, Language focus (1st)
Date of preparation: 22/02/2014
PERIOD 71:
UNIT 11: SOURCES OF ENERGY
LESSON : LANGUAGE FOCUS (1st)
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ distinguish the sounds / ∫r/ - / spl / - / spr /
+ understand the use of Relative clauses replaced by participles
II. METHODS: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, cassette, CD
IV. PROCEDURE
1.Organization(1 minute)
Class Attendances
Teaching date
2. Oral check
- Check during the lesson
3. New Lesson
Stages
Teacher’s activities
Warm-up
Game : Finding words
(4mins)
- Divide the class into two groups
and ask Ss to close their books.
- Ask each group to write on the
board:
+ 4 words containing the sound /∫r /
like shrimp
+ 4 words containing the sound /spl/
like split
+ 4 words containing the sound /spr/
like spring
- In two minutes, the group who
first finishes will wins
Pronuncia * Listen and repeat (p.121)
tion
-Models the 4 clusters / ∫r / - / spl /
(7mins)
- / spr / a few times and explains
how to produce them.
- Ask Ss to read the words in each
column out loud in chorus for a few
times. Then call on some Ss to read
the words out loud.
* Practise reading these sentences
Grammar (p. 131)
and
1. Theory
vocabulary relative clauses replaced by
Students’ activities
- Some Ss say and write on
the board.
- Listen and repeat many
times in chorus and then
individually
- Listen and repeat after the
teacher
- Practise reading aloud the
sentences given on page
131.
- Practise in open pairs and
then in closed pairs.
- Listen to the teacher
(30mis)
participles
- write some sentences on the board a
+ The man who spoke to John is my
brother
The man speaking to John is my
brother
+ The sport games, which were held in
India in 1851, were the first Asian
Games
- The sport games held in India in 1851
were the first Asian Games
-Ask students to comment on the use of
relative clauses replaced by
participles
Active--------Ving phrase
Passive-----------Ved/Vpp phrase
-Help students to use of them
2. Exercises
Exercise 1
- Ask Ss to rewrite the following
sentences, using a present
participial phrase.
- Call on some Ss to give answer
- Correct Ss’ answer
- Ss work individually to do
E.x 1.
* Expected answers :
1. The boy playing the piano
is my brother.
2. Do you know the woman
coming toward us?
3. The people waiting for the
bus in the rain are getting
wet.
4. The scientist researching
the causes of cancer are
making progress
5. The fence surrounding our
house is made of wood.
6. We have an apartment
overlooking the park.
4. Consolidation (2 minutes) : - Remind main points of the lesson
5. Homework (1 minute)
- Review old lesson and prepare for Unit 11, Language focus ( 2nd)
Date of preparation: 22/02/2014
PERIOD 72:
UNIT 11: SOURCES OF ENERGY
LESSON : LANGUAGE FOCUS (2nd)
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ understand the use of Relative clauses replaced by to infinitives
+ practise further with reduced relative clauses
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, paper test, hand-outs
IV. PROCEDURE
1. Organization(1 minute)
Class Attendances
Teaching date
2. Oral check
During new lesson
3. New Lesson
Stages
Teacher’s activities
Grammar
1. Theory
and
Relative clauses replaced by to
vocabulary infinitives
(42 minutes) +Yuri Gagarin was the first man who
flew into space
- Yuri Gagarin was the first man to fly
into space
-Ask students to comment on the use of
relative clauses replaced by to
infinitives
The infinitive can be used after “the
first, the second etc., the last, the
only” , sometimes after superlatives
and if there are modal verbs in
relative
clauses.
- Introduce exercises to the students
-Help students to use of them
-Ask some students to give some
similar examples
2. Exercises
Exercise 2
- Ask Ss to rewrite the sentences in
Students’ activities
- Listen to the teacher
- Take notes
- Ask questions if necessary
- Comment on the use of
relative clauses replaced by
to infinitives
- Take notes
- Do exercise 2
- Do individually and
compare with a partner.
- Some Ss write the answers
on the board / read aloud
* Expected answers :
exercise 2, using past participial
phrase.
- Ask Ss to work in pairs
- Guide them how to do the exercise
Exercise 3
- Ask Ss to rewrite the sentences,
using an infinitive phrase.
- Guide them how to do the exercise
- Ask Ss to work individually, and
then compare the results with their
partners.
3. Further practice
Exercise 1: Combine each pair of
sentences into one sentence.
Change the second sentence of the
pair into a reduced relative clause.
1. The students have become quite
proficient in their new language.
They attend class five hours per
day.
2. He was the first man who left the
burning building.
3. Here are some accounts that you
must check.
4. My brother is the only one who
realized that you must check
5. The Queen Elizatbeth is the
largest ship which has been built on
the Clyde
4. Consolidation (2 minutes)
- Remind main points of the lesson
5. Homework (1 minute)
- Review old lesson and prepare for new lesson
Date of preparation: 22/02/2014
1. The idea presented …
2. I come from a city located
in …
3. They live in a house built
in 1890.
4. The photographs
published …
5. The experiment conducted
…
- Do E.x 3
* Expected answers :
1. The last man to reach …
2. The first person to leave
…
3. The first person to see …
4. This is the second person
to be killed …
5. The first person to catch
- Do exercise
* Expected answer:
1. The students attending
class five hours per day have
become quite proficient in
their new language.
2. He was the first man to
leave the burning building
3. Here are some accounts to
check
4. My brother is the only one
to realize that you must
check
5. The Queen Elizabeth is
the largest ship to have been
built on the Clyde
PERIOD 73:
TEST YOURSELF D
I. OBJECTIVES
- After the test, Ss will be able to test their knowledge of Unit 10 and 11
+ drill skills of doing test
II. METHODS
Integrated, mainly communicative
III. TEACHING AIDS: Textbook
IV. PROCEDURE
1. Organization (1 minute)
Class
Date of teaching
Attendances
2. Oral check
- No checking
3. New lesson
Stages
I. Listening
Teacher’s activities
- Play the tape twice
Students’ activities
- Expected answer:
(10mins)
- Ask Ss to listen to the
1. can not live; 2. it rains; 3. planting
conversation and complete
vegetation; 4. hold back the water; 5.
the following sentences
dry seasons
II. Reading
(10mins)
- Ask Ss to read the passage - Expected answers:
carefully and answer the
1. Air, water and soil are necessary
questions
for the survival of all living things.
2. Badly polluted air can cause
illness, and even death. Polluted
water kills fish and other marine life.
Pollution of soil resources reduces the
amount of land that is available for
III.
1. Pronunciation
growing food.
Pronunciat
- Ask Ss to listen and put a
3. Because much pollution is caused
ion and
tick in the right box
by things that benefit people. For
grammar
- Ask Ss to pay attention to
example, exhaust from automobiles
(10mins)
the pronunciation of the
causes a large percentage of air
underlined part
pollution; but the automobile provides
2. Grammar
transportation for millions of people.
- Complete the following
4. They would have to stop using
sentences, using the correct
things that benefit them.
form (to-infinitive or
5. Government can pass and enforce
participle) of the verbs in
laws that require business and
the box
individuals to stop, or cut down on
- Expected answers:
certain polluting activities.
1. sneeze; 2. smash; 3.
shrimp; 4. spread
- Expected answer:
We are trying to find solutions to
- Expected answers:
environmental
pollution
problem.
1. living; 2. ringing; 3. to
People should stop cutting trees for
leave; 4. to drink; 5. invited; timber. Instead, they should plant
6. blown
more trees and forests. They should
reduce using cars and motorbikes that
IV. Writing - Ask Ss to write about the
cause noise and air pollution. We
(12mins)
measures to protect the
should prevent farmers from using
environment, using the cues
fertilizers and pesticides that damage
given below.
the soil. People should not leave litter
- Ask Ss to discuss to find
on the land and in the water. We
out the ideas for their
should
writings
dumping industrial waste into rivers
- Call some Ss to read their
and lakes. It is high time government
writings. Others listen and
over the world had measures that
give comments
require companies and individuals to
- Check and give feedback
stop or cut down on polluting
prohibit
factories
from
activities
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Homework (1 minute)
Prepare for the next lesson
Date of preparation: 28/02/2014
Period 74: Written test
I. Objectives:
. - Check Ss’ knowledge after having taught 3 units (9 to 11) & adjust T’s method of
teaching to suit Ss’ levels.
- Help Ss consolidate & systematize the knowledge they have learned
II. Method: integrated skills
III. Teaching aids: question and its key
IV. Procedure:
1. Class organization:
Class
2. Check-up:
Date of teaching
No checking
3. New lesson:
T: Give Ss question
S: Do the test in 45 minutes
4.Consolidation:
- Collect Ss’ answers.
5. Homework:
- Prepare next period
Attendances
Date of preparation: 28/02/2014
PERIOD 75:
Unit 12: THE ASIAN GAMES
LESSON : READING
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ know more about the Asian Games by guessing meaning in context
+widen their vocab. about the Asian games
+ drill ss’ reading skill: skim for the gist of the text, scan for specific information and
reading comprehension
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, CD player, disc
IV PROCEDURE
1. Organization (1 minute)
Class
Date of teaching
Attendance
2. Oral check
- Check during the lesson
3. New lesson
Stages
Teacher’s activities
Warm-up Guessing pictures
(5’)
- Get Ss to work in pairs, ask and
answer about the pictures on page
136.
- T checks the answers with the
whole class.
- T introduces the topic of the lesson
and gets Ss to work in pairs and
Preanswer the questions on page 136.
reading
* Pre-teach vocab
- compete (v) c¹nh tranh
(9’)
- solidarity (n) t×nh ®oµn kÕt
- athlete (n) vËn ®éng viªn
- athletics (n) m«n ®iÒn kinh
- facility (n) trang thiÕt bÞ
- aquatic sports (n) thÓ thao díi níc
- weightlifting (n) cö t¹
- host country (n) níc chñ nhµ
- with great enthusiasm: víi lßng
nhiÖt t×nh cao
Students’ activities
Ss work individually and then
compare the result with a
partner.
Answers:
1. Every four years
2. All Asian countries
3. bodybuilding, billiards,
karatedo
- Learn new words
- Practise reading and copy down
- Ss work individually, and then
compare with a partner.
* Checking : rub out and remember
Whilereading
(18’)
Postreading
-Get ss to read through the text,
listening to the disc
-Play the disc
- Get Ss to read the passage and do
the tasks that follow.
1. Task 1: Gap-filling
- Ask Ss to fill in the blank, using a
suitable word in the box.
- Ask Ss to work individually and
then compare their result with a
partner.
- T checks the answers with the
whole class.
2. Task 2. Complete the table
- Get Ss to scan the passage and
complete the following table.
- Call on some Ss to read out the
answers and write them on the
board.
- Check the answers with the whole
class.
Some Ss go to the board and
write the answers on the board.
-Do as required
- Do task 1
Expected answers:
1. facilities;
2. aquatic
3. enthusiasm
4. effort
5. advancing
6. appreciated
- Do task 2
Expected answers:
1. 1951
2. The 2nd Asian Games in
Manila, the Philippines
3. 1958
Task 3. Work in pairs
4. Squash, rugby, fencing and
- Ask Ss to work in pairs to ask and mountain biking
answer the questions.
5. 2002
- Call on some Ss to read out the
- Do task 3
answers and write them on the
Expected answers :
board.
1. The purpose is to develop
- T checks the answers with the
intercultural knowledge and
whole class.
friendship within Asia.
2. 9,919 participants.
3. 2 gold medals in bodybuilding
- Talk about the history of the Asian and billiards, and 2 others in
Games
women’s karate do.
- Ask Ss to work in groups to talk
about the history of Asian Games
- Talk about the history of the
(for
advanced
Ss) (10’)
based on what they have learnt
- Call some representatives to
present
- Correct Ss’mistakes
Asian Games
Suggested answer:
The Asian Games started in
1951 in New Delhi, India with
only 489 athletes from eleven
nations. ………
4. Consolidation (1 minute)
- Remind main content of the reading passage
5. Homework (1 minute)
- Summarize the passage, learn new words and prepare for Unit 12, Speaking
Date of preparation: 6/3/2014
PERIOD 76:
UNIT 12: THE ASIAN GAMES
LESSON : SPEAKING
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ talk about some information about Asian Games
+ express their own ideas about sports results and about their favourite games or
athletes.
+ drill speaking skills
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook
IV. PROCEDURE
1. Organization (1 minute)
Class
Date of teaching
Attendance
2. Oral check (5 minutes)
- Answer teacher’s questions about the previous reading passage
3. New lesson
Stages
Teacher’s activities
Students’ activities
Warm-up
Game : Jumbled words
- By turns, representative of
(4’)
- Give out a list of jumbled
each group writes a right letter
words (on a poster)
on the board.
- Ask Ss to find out the right
- The group with more right
words and write on the board.
letters will win :
cingfen – tingshoo – restwling – Answer key :
liftweighting – ballketbas –
fencing – shooting – wrestling –
foballto – tentablesin
weightlifting – basketball –
PrePre-teach vocabulary
football – table tennis
- take part in (v) tham gia
speaking
- medal (n) huy ch¬ng
(5’)
- Practise reading and copy
- gold (n) vµng
down
- silver (n) b¹c
- bronze (n) ®ång
* Checking : rub out and
remember
Whilespeaking :
(18’)
1. Task 1. Work in pairs.
- Run through the countries in
the table
- Ask Ss to practise reading the
- Run through the countries in
the table
- Practise reading the years in
the table on page 139.
Sample conversation
A. When was the 14th Asian
years in the table on page 139.
- Ask Ss to work in pairs,
practising the dialogue
(Example)
- Move around to give help
Games held?
B. It was held in 2002
A. Where was the 14th Asian
Games held?
B. It was held in Korea
A. In bodybuilding, how many
2. Task 2. Work in pairs
medals did the Vietnamese
- Ask Ss to take turns to talk
athletes win?
about the sports results of the
B. In bodybuilding, the
Vietnamese athletes at 14th Asian Vietnamese athletes won one
Games, using the information
gold medal and one bronze
from the table in the book.
medal.
- Give the meaning of some
words when necessary
- Ask students to work - Work in groups to talk about
individually then work in pairs
the Asian games and sports
- Walk around the class to help
students when necessary
- Listen to teacher’s guides
- Check and give suggestions
- Work in groups
Post- Take turns to talk about the
speaking.
- Ask students to talk about the sport result of the Vietnamese
(10’)
sport results of the Vietnamese athletes
atheletes in front of the class
Expected answer:
- Correct their pronunciation - In Billards, the Vietnamese
when necessary
athletes won one gold medal
- Give comments
and one silver medal
- In Karatedo, the Vietnamese
athletes won two gold medals
and one bronze medal......
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Homework (1 minute)
- Review old lesson and prepare for Unit 12, Listening
Date of preparation:6/3/2014
PERIOD 77:
UNIT 12: THE ASIAN GAMES
LESSON : LISTENING
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ know more about the sports and sportmen
+listen for general information and comprehension questions
+ drill skills of listening
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, CD, cassette
IV. PROCEDURE
1. Organization (1 minute)
Class
Date of teaching
Attendance
2. Oral check (5 minutes)
- Talk about the sport results of the Vietnamese athletes
3. New lesson
Stages
Warmup (5’)
Prelistening
(6’)
Teacher’s activities
Game : Word storm
- Divide the class into 2 groups.
- Tell Ss to list the sports they know.
- Ask representatives of the groups
write on the board.
- The group with more right words
will win.
1. Answer the questions
- Ask Ss to look at the pictures in the
books and answer the questions
2. Pre-teach vocabulary :
- Come live (v) truyÒn h×nh trùc tiÕp
- land (v) h¹, tiÕp ®Êt
- freestyle (n) b¬i tù do
- bar (n) thanh ngang
- gymnasium (n) phßng tËp thÓ dôc
Students’ activities
- Write as many sports they
know as possible.
- Representatives of the groups
write on the board:
Suggested answer:
fencing , shooting, wrestling,
weightlifting , basketball,
football, table tennis, pole
vaulting , swimming …
- Answer the questions:
1. pole vaulting, swimming,
gymnastics, long jump
2. Yes / No (optionable)
3. (optionable)
- Learn new words
Whilelistening
(18’)
Postlistening
(for
advanced
Ss)
(8’)
dông cô
- gymnast (n) huÊn luyÖn viªn TDDC
- compete (v) c¹nh tranh
* Listen and repeat
1. Task 1 : Choose best answer
- Before listening, Ss read Task 1
carefully and guess the answers, and
T writes their answers on the board.
- Play the CD 2 times and gets Ss to
work in pairs to do the task
- Invite some Ss to give the answers.
- Check the answers with the whole
class.
- Play the CD one more time for Ss to
listen and check if necessary.
2. Task 2. Answer the questions
- Ask Ss to read the questions
carefully before they listen to the
recording again.
- Call on some Ss to write their
answers on the board.
- T and Ss check
Work in pairs
- Ask Ss to talk about a famous
athlete they know.
- Call some pairs to act out their
conversations in front of the class.
- Give feedback.
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Home work (1 minute)
- Review old lesson and prepare for Unit 12, Writing
Date of preparation:
- Practise reading and copy down
- Work in pairs to do the task
Expected answers :
1. C
2. A
3. B
4.
B
5. D
- Do task 2
Expected answer:
1. At 10.15 p.m.
2. (They have won) 6 gold
medals.
3. (He has competed) 2 times.
4. High jump
5. He looked very disappointed
- Talk about a famous athlete
Suggested conversation:
A. Do you know any Vietnamese
athletes ?
B. Yes, I do
A. Who are they?
B. Thuy Hien
A. What did she compete in?
B. Karate do
A. Did she win any medals?
B. Yes. She won a gold medal at
the 14th Asian Games held in
Korea in 2002.
Period 78: Test correction
I. Objectives:
. - Giving remarks and correcting Ss’mistakes
II. Method: Mainly communicative
III. Teaching aids: Teaching plan; Ss’answer
IV. Procedure:
1. Class organization:
Class
Date of teaching
Attendances
2. Check-up:
No checking
3. New lesson:
A. The answer for the test
MÃ ĐỀ : 101
1.B
2.A
11.B
12.A
21.B
22.C
31.C
32.A
MÃ ĐỀ : 102
3.C
13.B
23.B
33.A
4.B
14.C
24.D
34.B
5.C
15.A
25.A
35.B
6.B
16.B
26.A
36.B
7.D
17.A
27.A
37.D
8.D
18.C
28.A
38.C
9.C
19.B
29.B
39.B
10.A
20.B
30.B
40.C
1.A
11.D
21.B
31.A
3.C
13.B
23.B
33.B
4.C
14.B
24.B
34.C
5.A
15.B
25.B
35.C
6.B
16.C
26.B
36.A
7.A
17.D
27.B
37.A
8.B
18.B
28.C
38.A
9.C
19.B
29.B
39.D
10.A
20.B
30.C
40.C
2.D
12.A
22.C
32.A
B. T’s comments on Ss’answers
...............................................................................................................................................
...............................................................................................................................
4.Consolidation:
- Collect Ss’ answers.
5. Homework:
- Prepare next period
- Asks Ss to do the test again and prepare for the next lesson: Unit 12: Writing.
Date of preparation: 12/03/2014
PERIOD 79:
UNIT 12: THE ASIAN GAMES
LESSON : WRITING
I. OJECTIVES: By the end of the lesson, students will be able to:
+ write a paragraph describing the preparation for the Asian Games using future verb
tenses.
+ drill skills of writing a description
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, handouts. pictures
IV. PROCEDURE:
1. Organization (1’)
Class
Date of teaching
Attendance
2. Oral check
- Check during the lesson
3. New lesson
Stages
Teacher’s activities
Warm-up Game : What and Where
(4’)
(about some words in the previous
lesson)
- Ask Ss to listen and repeat those
words and erase them word by
word
Lead-in: What facilities do you
Prethink we need to have for the
writing
Sports Games?
(7’)
Brainstorm Ss’ideas and copy
them on the board (network)
Pre-teach Vocabulary
- Upgrade (v): n©ng cÊp
- widen (v): më réng
- equip (v): l¾p ®Æt thiÕt bÞ
- recruit (v): tuyÓn
- Ask Ss to work in pairs to match
a word in column A with a line in
B to find out the meaning of the
new words
* Checking : Vietnamese
Students’ activities
- Eliciting from Ss
- Ss listen and repeat those words
- Some Ss go to the board and
rewrite the erased words.
Expected answers:
- National stadium
- Sports centres
- Sports buildings
- Training areas
- Car park
- Hotels and guest houses
- Facilities for disabled athletes
- Some Ss say the Vietnamese
equivalents.
- Take notes
- Listen to the teacher
Sample writing:
To prepare for the coming Asian
Games, we have a lot of things to
equivalents
Whilewriting
(18’)
Postwriting
(12’)
- Ask Ss to use the information
from the box (p.143) to write a
paragraph of about 120 words to
describe the preparations for the
Games.
- Go around the class and give
help when needed.
- Guide Ss how to write by giving
them some useful languages and
outline for their writing
Some useful languages:
- First of all, Then, Next, After
that, Finally,
- Verbs: build, upgrade, widen,
equip, promote, advertise, recruit,
hold, etc
- Tenses: Future verb tense
- Ask Ss to write their description
on the board.
- Get Ss to make peer corrections
- T corrects Ss’mistakes if needed
do. First of all, we will build one
more National Stadium and some
sports buildings and car parks. The
National sports Centres and local
stadiums are not in good
conditions, so they need to be
upgraded immediately. Then we
will widen the training areas and
the roads to the sports buildings.
Next we have to equip all the hotels
and guest houses with modern
facilities to welcome foreign
athletes and visitors. These hotels
should also have special services
for disabled athletes. It is
necessary to promote and advertise
all the preparations for the Asian
Games on the radio and TV. After
that we need to recruit volunteers
to serve the Games. These people
should be university teachers and
students with good English. Finally
we have to hold a competition to
choose an official song to welcome
the Asian Games
- Ss work individually.
- Some Ss copy their writing on
the board.
- Listen to peer and teacher’s
comments
4. Consolidation (1 minute)
- Remind main content of the lesson
5. Homework (1 minute)
- Rewrite the description on the notebook and prepare for Unit 12- Language focus
Date of preparation: 12/02/2014
PERIOD 80:
UNIT 12: THE ASIAN GAMES
LESSON : LANGUAGE FOCUS
I. OBJECTIVES
By the end of the lesson, Ss will be able to distinguish the sounds / str/ - / skr / - / skw /,
understand and write sentences with omission of relative pronouns
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook
IV. PROCEDURE
1. Organization (1 minute)
Class
Date of teaching
Attendance
2. Oral check
- Check during the lesson
3. New lesson
Stages
Warm-up
(5’)
Pronunciat
ion
(7’)
Teacher’s activities
Game : Finding words
- Divide the class into two groups and
ask Ss to close their books.
- Ask each group to write on the
board:
+4 words containing the sound / str /
like strong;4 words containing the
sound /skrl/ like screw; 4 words
containing the sound /skw/ as square
- In two minutes, the group who first
finishes will wins
* Listen and repeat (p.121)
-T models the 4 clusters / str / - / skr /
- / skw / a few times and explains
how to produce them
* Practise reading these sentences (p.
144)
- Ask Ss to practise reading the
Students’ activities
- Some Ss say and write on the
board.
- Ss listen and repeat many
times in chorus and then
individually
- Ss listen and repeat after the
teacher
- Ss practise reading aloud the
sentences given on page 144.
Grammar
and
vocabulary
(30’)
sentences given on page 144 in open
pairs and then in closed pairs.
- Call on some Ss to read aloud the
sentences and give feedback
1. Theory
Omission of relative pronouns
Khi đại từ quan hệ “who/ whom/
which/ that” dùng như túc từ (tân
ngữ) ta có thể lược bỏ
Ex: The doctor I spoke to told me not
to worry.
The mistake I made was not very
serious.
Notes: Không lược bỏ đại từ quan hệ
khi nó làm chủ ngữ
Ex: The doctor who/ that treated me
told me not to worry.
- Không lược bỏ đại từ quan hệ khi
nó đứng sau dấu phẩy ( Non- defining
relative clause), dù nó làm túc từ
Ex: Mr. Walker, whom I invited to
dinner, didn’t come.
- Không lược bỏ đại từ quan hệ
whom/ which khi nó theo sau giới từ
Ex: The people with whom I went on
holiday were very kind.
2. Practise
* Exercise 1. (p.144)
- Ask Ss to complete each of the
following sentences, using a suitable
sentence in the box to make a relative
clause without a relative pronoun.
- Ask Ss to rewrite the sentences in
ex.1
- Ask Ss to work in pairs
- Call on some pairs to read their
answers
- Check the answers with the whole
class.
- Ss practise in open pairs
and then in closed pairs.
- Write down
- Do ex 1
* Expected answers :
2. he invited to the birthday
party …..
3. John told …….
4. I bought yesterday ...
5. we met this morning...
6. We had for lunch …...
* Exercise 2: (p.145)
Ask Ss to complete each of the
following sentences, using a suitable
sentence in the box to make a relative
clause with a preposition.
- Go around to give help if necessary
- Give feedback
* Exercise 3 : : (p.145)
- Ask Ss to tick () the sentences in
which the relative pronoun can be
omitted.
- Ask Ss to work individually, and
then compare the results with their
partners.
- Go around to give help if necessary
- Ask some Ss to write the answers on
the
board / read aloud
- Do the exercise 2 individually
and compare with a partner.
- Some Ss write the answers on
the board / read aloud
* Expected answers :
1. I work with.
2. we went to ……………
3. We’re living in ………
4. They were talking about.
5. he applied for.
6. I slept in ……………
- Ss do the exercise 3
individually and compare with
a partner.
- Some Ss write the answers on
the board / read aloud
- Expected answers:
1; 3; 5; 6
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Homework (1 minute)
- Redo exercises and prepare for Unit 13, Reading
Date of preparation: 12/03/2014
PERIOD 81:
UNIT 13: HOBBIES
LESSON : READING
I. OBJECTIVES
- By the end of the lesson, Ss will be able to understand the passage about hobbies
+ Drill reading skills by making and aswering questions
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, CD, cassette, pictures, projector
IV. PROCEDURE
1. Organization (1 minute)
Class
Date of teaching
Attendance
2. Oral check
- Check during the lesson
3. New lesson
Stages
Teacher’s activities
Warm-up Game: Guessing pictures
(5’)
- Get Ss to work in pairs, ask and
answer about the pictures on page
146.
- Checks the answers with the
whole class.
- Introduces the topic of the lesson
and gets Ss to work in pairs and
answer the questions on page 146.
- Calls on some Ss to answer the
question: “What do you like doing
in your free time?”
Lead-in (set the scene) :
PreYou are going to read a text about
reading : the hobbies
(7’)
Pre-teach vocab
- Accomplished guitarist (n): tay
ghi ta tài hoa
- accompany (v): đi theo
- discard (v): loại bỏ
- once in a while (exp): đôi khi
- indulge in (v): đam mê
- occupied = busy (a): bận rộn
Students’ activities
- Work individually and then
compare the result with a
partner.
* Suggested answer:
Raising birds / keeping fish /
fishing / playing chess /
swimming / playing the guitar
- Eliciting some new words from
Ss
- Practise reading and copy down
- Work individually to do task 1
Expected answers:
1. tài hoa = well-trained, skilled
2. đêm đàn
3. khiêm tốn: humble
4. tham lam (= eager for)
5. vứt bỏ = throw away
6. be fascinated, enjoy
7. làm tôi bận rộn = make me
busy
Whilereading :
(18’)
- tune (n): giai điệu
* Checking : rub out and remember
1. Task 1: Give Vietnamese
meaning
- Ask Ss to find out the Vietnamese
equivalents to the words in Task 1
- Ask Ss to work individually and
then compare their result with a
partner.
- T checks the answers with the
whole class.
2. Task 2. Answer the questions
- T gets Ss to scan the passage and
answer the questions.
- Call on some Ss to read out the
answers and write them on the
board.
- T checks the answers with the
whole class.
Postreading : - Work in groups
( for good - Ask Ss to work in groups to ask
Ss) (12’)
and answer about their hobbies.
- Call on some Ss to act out the
conversation in front of the class.
- T checks the answers with the
whole class.
- Work individually to do task 1
Expected answers :
1. playing the guitar
2. No, he isn’t.
3. Because he is very good at
accompanying people singing
with his guitar.
4. keeping fish
5. He bought some from the shop
and collected some from the rice
field near his house.
6. He is an avid stamp collector.
7. He collects the stamps from
discarded envelopes that his
relatives and friends give him.
8. local stamps
9. (Paragraph 4, Lines 5-7)
- Ask and answer questions
about each other’s hobbies
Suggested answer:
A: What is your hobby?
B: My hobby is listening to pop
music.
A: when do you often listen to
music?
B: I listen to music whenever I
have free time.
A: Which singer do you like?
B: I like listening to the songs
sung by singer My Tam..
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Homework (1 minute)
- Write a passage about their hobbies and prepare for the next lesson
Date of preparation: 12/03/2014
PERIOD 82:
UNIT 13: HOBBIES
LESSON : SPEAKING
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ talk about a hobby and express their own ideas about collections.
+ drill speaking skills
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook
IV. PROCEDURE
1. Organization (1’)
Class
Date of teaching
Attendance
2. Oral check (5’)
- Answer questions about the previous reading passage
3. New lesson
Stages
Teacher’s activities
Students’ activities
Warm- Game : Network
- By turns, representative of each
up (4’)
- Draw a circle with “hobbies” in group writes a right letter on the
it on the board.
board.
- Ask Ss to add all their hobbies
- The group with more right letters
around the circle.
will win :
Reading
books
Swimming
Collecting
Stamps
Playing the
guitar
Hobbies
Playing
computer
games
* Lead-in:
Pre- Do you often watch TV in your
speaking
free time?
(7’)
- How much time do you spend on
it every day?
- What’s your hobby? Why?
Today we are going to talk more
about hobbies
Pre-teach vocabulary
- second-hand book stall (n): cửa
hàng sách hạ giá
- classify (v): phân loại
- exchange (v): trao đổi
- broaden (v) = widen: mở rộng
- Suggested answers:
- Yes.
- One or two hours
- Reading. Because it is useful
- Eliciting from Ss
- Practise reading and copy down
- Work in pairs
- Ask and answer about the
activities
Suggested answer:
A: Which of these activities do you
While* Checking : rub out and
like to do?
speaking remember
B: I like reading books and chatting
(18’)
1. Task 1: Work in pairs
with a friend on the phone
- Ask Ss to say which of the
A: Why do you like these activities?
activities on the book (page 148)
B: I like reading books because it
they like/not like to do and why
widens my knowledge and chatting
- Ask Ss to work in pairs to ask
with friends helps me relax and feel
and answer about the activities
comfortable
they like
2. Task 2. Work in pairs.
- Work in pairs, practising the
- Ask Ss to practise reading the
dialogue
dialogue on page 149 between
Lan and Huong.
- Ss work in pairs to ask and answer
- Ask some Ss to say the
questions about other hobbies in a
Vietnamese equivalents.
free way.
- In pairs, practise the dialogue
Sample conversation
Post- Move around to give help
A. What’s your hobby?
speaking 3. Task 3. Work in pairs.
B. My hobby is collecting stamps.
(8’)
Practise making a dialogue.
A. How do you collect stamps?
- Ask Ss to work in pairs to ask
B. I buy from the post office, ask the
and answer questions about other members of my family, my friends,
hobbies in a free way.
relatives and postmen I also make
- Model the conversation with a
pen friends with people overseas
good student.
and change stamps with others.
- Call on some pairs to
A. How do you organize stamps?
demonstrate in front of the class. B. I classify stamps into categories:
- Give feedback and make
animals, plants, birds, landscape,
comments
people …in album.
- If there is time, ask Ss to make
A. Why do you collect stamps?
another conversation
B. It helps broaden my knowledge,
know more about landscape, people,
animal, plants and trees.
A. What do you plan to do next?
B. I think I will collect more stamps.
4. Consolidation (1’)
- Remind main points of the lesson
5. Homework (1’)
- Practise talking about their hobbies and prepare for Unit 13, Listening
Date of preparation:
PERIOD 83:
UNIT 13: HOBBIES
LESSON : LISTENING
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ know more about hobbies.
+ listen for general information
+ drill listening skills through doing T/F questions and filling in the missing words
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, CD, cassette
IV. PROCEDURE
1. Organization (1 min)
Class
Date of teaching
Attendance
2. Oral check (5 mins)
- In pairs, ask and answer questions about each other’s hobbies
3. New lesson
Stages
Teacher’s activities
Students’ activities
Warm-up
Game : Brainstorm
- Each group tries to write at
(5 mins)
- Divide the class into 4 groups.
least 3 benefits of reading
- Tell Ss to write at least 3 benefits
books.
of reading books.
- Representatives of the
- Ask representatives of the groups groups write on the board.
write on the board.
- help broaden knowledge
- The group with more right benefits - know more information
will win.
- strengthen writing ability
Pre- help in daily life
listening
Pre-teach vocabulary:
- help relaxing, less stressful
(6 mins)
- Catch a disease (v): mắc bệnh
- learn more good things
- go deep into (v): đi sâu vào …
- cope with (v): đương đầu với
- Elicit new words from Ss
- gigantic (a): khổng lồ
- Practise reading and copy
- bygone (n): quá khứ
down
* Checking : What and where
- Some Ss rewrite the English
* Listen and repeat (p.150)
words.
Today we will learn about some
Whilebenefits of reading books. Listen
- Ss work in pairs to guess the
listening
(18 mins)
Postlistening
(8 mins)
and do the tasks that follow.
1. Task 1
- Before listening, Ss read Task 1
carefully and guess the answers, and
T writes their answers on the board.
- Play the CD 2 times and gets Ss to
work in pairs to choose the best
answer A, B, C, or D
- Invite some Ss to give the
answers.
- Check the answers with the whole
class.
- Play the CD one more time for Ss
to listen and check if necessary.
2. Task 2.
- Ask Ss to read the questions
carefully before they listen to the
recording again.
- Have Ss compare the results with a
partner.
- Call on some Ss to write their
answers on the board.
- Give feedback.
- Ask Ss to talk about the
disadvantages of over-reading
Suggested answers:
- have no time for study/social
activities
- spend a lot of money
- easy to be short-sighted
- become lazy
options
- Some Ss make prediction
and T writes their predictions
on the board.
- Ss listen and check their
prediction.
- Ss listen for the second time
- Some Ss call out their
answers and T writes them on
the board.
Suggested answers:
1. T
2. F
3. F 4. T
5. F
6. T
7. T
8. T
- Work individually and then
compare the results with a
partner.
Suggested answer:
1. wonderful
2. disease
3. jungle
4. certainly
5. ignorantly
- Call some Ss to talk about
the disadvantages of overreading.
- Talk about the
disadvantages of over-reading
- Listen to teacher’s feedback
4. Consolidation (1 min)
- Remind main points of the lesson
5. Homework (1 min)
- Talk about the advantages and disadvantages of over-reading
- Prepare for Unit 13, Writing
Date of preparation:
PERIOD 84:
UNIT 13: HOBBIES
LESSON : WRITING
I.OBJECTIVES : By the end of the lesson, Ss will be able to
+ write about a collection, real or imaginary and describe their collection.
+ widen their vocab. about hobby, especially about a collection
+drill ss’ writing skill: write a collection
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, sample writing
IV. PROCEDURE
1. Organization (1 min)
Class
Date of teaching
Attendance
2. Oral check (5 mins)
- Answer teacher’s questions about the previous listening passage
3. New lesson
Stages/Ti
Teacher’ activities
Students’ activities
me
Warm-up Game : What and Where
- Eliciting from Ss
(4 mins)
(about some words in the
- Ss listen and repeat those words
previous lesson)
- Some Ss go to the board and rewrite the
- Ask Ss to listen and repeat
erased words.
those words and erase them
word by word
Pre-
Lead-in: Today we are going to - Read task 1
writing
write a paragraph about a
- Talk about things that you like about
(10 mins)
collection.
your collections
- Get students to read
task1(p.151)
silently
and
answer the questions that
follow
-Ask students to talk about
things that they like about
collections using :
1. name of your collection
Suggested information:
2. how you to collect them
4. from childhood
1. collecting books
2. buy interesting books from bookshop
and some others from second-hand book
stalls.
3. keep them on bookshelves
3. how you keep them
5. classify them into categories: science
4. when you started your
books, picture books, story books,
collection
novels, animals, famous people
5. how you classify them
6. I believe they are useful, interesting,
6. why you collect them
relaxing …
7. your plan for the future
7. I think I will continue making my
- Go around the class and give
collection richer and richer
help when needed.
.- Ss work individually
While-
- T corrects Ss’ mistakes if
- Write a paragraph describing your
writing
needed
collections
(15 mins)
Sample writing:
- Ask Ss to work individually
My collection is collecting
to write a paragraph describing
books. I do it regularly. Whenever I find
their collections
an interesting book, I buy it immediately.
Post-
- Go around and give help if
I buy books from bookshop and some
writing
necessary
others from second-hand book stalls.
(12mins)
- Ask them to work in pairs to
Sometimes my parents give me some
correct mistakes
books they find interesting. I keep them
carefully on bookshelves. When I was a
- Ask Ss to write their
child, my parents often bought a lot of
description on the board.
books for me to read, so my interest in
- Get Ss to make peer
reading developed very early, and I
corrections
began to collect books from my
- T corrects Ss’ mistakes if
childhood. I classify books into
needed
categories: science books, picture
books, story books, novels, animals,
famous people …I like to collect books
because I think they are useful,
interesting, relaxing… People say that
books are human beings’ treasure of
knowledge. I think it is a good habit;
therefore I will continue making my
collection richer and richer
- Some Ss copy their writing on the
board.
- Listen to peer and teacher’s correction
4. Consolidation (1 min)
- Remind main points of the lesson
5. Homework (1 min)
- Ask student rewrite the collection on notebooks
- Prepare for Unit 13, Language focus
Date of preparation:
PERIOD 85:
UNIT 13: HOBBIES
LESSON : LANGUAGE FOCUS
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ distinguish the sounds / pt / - / pd / - / ps / - / bz / by saying them correctly when saying
individual words as well as sentences
+ understand and know how to use cleft sentences by doing some more exercises
+ drill Ss’ main skills
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook, CD player, disc
IV. PROCEDURE
1. Organization (1 minute)
Class
Date of teaching
Attendance
2. Oral check
- Check during the lesson
3. New lesson
Stages/Time
Teacher’s activities
Warm-up
-Provide ss some words
( 4’)
Stop
stopped
stops
Rob
robbed
robs
-Ask ss to pronounce these words
-Call some ss to read aloud
-Give feedback
-Introduce new lesson
Pronunciatio
n (5’)
* Listen and repeat (p.151)
- Modal the 4 clusters / pt / - / bd /
- / ps / - /pz/
- Ask Ss to listen to the disc then
read after the disc
-Play the disc 2 times
-Ask ss to read the words in each
column out loud in chorus for a few
times. Then call on some Ss to read
the words out loud.
* Practise reading these sentences
- Read the sentences and ask Ss to
underline the words that contain the
sound / pt / - / bd/ - / ps / - /pz/
- Ask Ss to read sentences again
Give
comments
on
Ss’
pronunciation
Grammar
(30’)
I. Theory: Cleft sentences
Ex: Nam bought an interesting book
in Hanoi last week.
Students’ activities
-Pronounce the words
-Read the words aloud
-Listen to the teacher
- Listen to the teacher
-Listen to the disc the repeat in
chorus
- Practise reading aloud the
sentences given on page 151.
- Listen to teacher’s comments
- Different parts of the sentence can
be emphasized in this way:
- It was Nam who bought an
interesting book in Hanoi last week.
(Subject focus)
- It was an interesting book that
Nam bought in Hanoi last week .
(object focus)
- It was in Hanoi that Nam bought
an interesting book last week
(adverbial focus)
- It was last week that Nam bought
an
interesting
book
in
Hanoi(adverbial focus)
-Give the form
It + be + focus + clause
(This is called a CLEFT SENTENCE
because the original sentence has
been divided (or "cleft") into two
clauses)
a,It + be + Noun (phrase) +
who/that + V (Subject focus)
b,It + be + Noun (phrase) +
who(m)/that + S +V(object focus)
c,It + be + adverb + that + S +
V(adverbial focus)
- Work in pairs to define the
function of the underlined words
- Take notes
- Work in pairs to study the
example then do the exercise
- Present the answer on the
board
Suggested answer:
1. It was the boy who visited his
uncle last month.
2. It was my mother who bought
me a present on my birthday
3. It was Huong and Sandra who
sang together at the party
4. It was Nam’s father who got
II. Practice
angry with him
Exercise 1.
5. It was the boy who played
- Ask Ss to work in pairs to study the football all day long.
example then do the exercise
6. It was the girl who received a
-Call ss to write the answers on the letter from her friend yesterday.
board
7. It was his presence at the
-Check and give feedback
meeting that frightened the class
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Homework (1 minute)
- Ask student to rewrite the collection on notebooks and prepare for next period
Date of preparation:
PERIOD 86:
UNIT 13: HOBBIES
LESSON : LANGUAGE FOCUS
I. OBJECTIVES
- By the end of the lesson, Ss will be able to
+ distinguish the sounds / pt / - / pd / - / ps / - / bz / by saying them correctly when saying
individual words as well as sentences
+ understand and know how to use cleft sentences by doing some more exercises
II. METHOD: Integrated, mainly communicative
III. TEACHING AIDS: Textbook
IV. PROCEDURE
1. Organization (1 minute)
Class
Date of teaching
Attendance
2. Oral check
- Check during the lesson
3. New lesson
Stages/Time
Teacher’s activities
Practise
Exercise 2:
(42’)
- Ask Ss to work in pairs to study
the example then do the exercise
-Call ss to write the answers on
the board
-Check and give feedback
Students’ activities
- Work in individuals then compare
the answer with a friend.
-Do as required
-Take notes
Suggested answer:
1- It is English that the man is
learning.
Exercise 3.
2. It was the book that the woman
- Ask Ss to work in pairs to study gave him.
the example then do the exercise
3. It was the postcard that she sent
-Call ss to write the answers on her friend.
the board
4. It was the book that Hoa
-Check and give feedback
borrowed from Long
5. The little boy greeted his
Further practice:
grandfather in a strange language.
-Give ss hand-outs
6. It was his father whom the little
-Ask ss to do exercises there
boy greeted in strange language
-Call ss to give answers
-Check and give feedback
-Do the exercise
Answers;
-Give the answers
Ex1.
-Take notes
1. A 2. D
3. C
4. D
Suggested answer:
5. C
1. It was in the garden that the boy
Ex2.
hit the dog
1. C 2. B
3. C
4. A
2. It was for tea that she made cakes
5. B
3. It was for him that his father
repaired the bicycle
4. It was on his birthday that she
presented him a book
5. It was in Britain that he met his
wife
6. It was from the shop that she
bought that present
7. It was at 8.00 a.m that the
meeting started
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Homework (1 minute)
- Ask student to rewrite the collection on notebooks and prepare for next period
Hand-outs in part Further Practice
Exercise 1: Choose the best answer
1…….I bought the golden fish
A. It was from this shop that
B. It was from this shop where
C. It was this shop which
C. It was this shop that
2. It was Tom………..to help us
A. comes
B. that comes
C. to come
D. who came
3………the police had rescued from the fire
A. The baby
B. The baby that
C. It was the baby whom
D. The baby
whom
4. ……..my parents gave me the fish tank
A. It was on my birthday when
B. It was my birthday on that
C. It was my birthday that
D. It was on my birthday that
5. …..a high level of blood cholesterol
A. It is eggs that contain
B. Those are eggs it contains
C. It is eggs that contains
D. It is eggs contain
Exercise 2: Circle the underlined part that needs correcting
1. It was at this shop where I bought a T-shirt three days ago
A
B
C
D
2. It was Christine whose fans gave lots of flowers
A
B
C
D
3. It is his mother whom is on the phone
A B
C D
4. It was 1966 that England won the World Cup
A B
C D
5. It was an English book which Nam gave me yesterday
A
B
C
D
Date of preparation:
PERIOD 87:
TEST YOURSELF E
I. OBJECTIVES
- After the test, Ss will be able to review what they learnt in unit 12,13,14
+ drill skills of doing test
II. METHODS
Integrated, mainly communicative
III. TEACHING AIDS: Textbook, cassette tape
IV. PROCEDURE
1. Organization (1 minute)
Class
Date of teaching
Attendances
2. Oral check
- No checking
3. New lesson
Stages
Teacher’s activities
I. Listening I. Listening
- Play the tape twice
(10mins)
- Ask Ss to listen and
complete the following
sentences
- Ask Ss to read the passage
carefully and answer the
questions
II. Reading
(10mins)
III.
Pronunciat
ion and
grammar
(10mins)
II. Reading
- Ask Ss to read the passage
carefully and decide
whether the statements are
T or F
- Guide Ss to do the
exercise
- Explain some new words
- Call one S to read aloud
and correct pronunciation if
necessary
III. Grammar
1. Pronunciation
- Ask Ss to listen and put a
tick in the right box
- Ask Ss to pay attention to
the pronunciation of the
underlined part
Students’ activities
- Listen to the tape
- Complete the sentences with the
words they listen
Expected answer:
1. pictures and sounds
2. watch the president
3. people, places, and things in faraway lands.
4. plays or dramas, light comedies,
sporting events, and motion pictures.
5. than to go out.
- Read the passage then do the
exercise
- Expected answer:
1. T
2. F
3. T
4. T
5. F
- Read aloud the passage
* Expected answer:
1. street; 2. squeeze; 3. meets; 4.
managed
- Expected answer:
1.who; 2. that; 3. (that); 4. who; 5.
who; 6 (that)
- Complete the following
sentences with that or who.
If it is possible to write that
or leave it out, write that in
brackets
IV. Writing
IV. Writing
(12mins)
- Write a paragraph about
120 words about your
hobbies, following these
guildelines
- Ask Ss to discuss to find
out the ideas for their
writings
- Call some Ss to read their
writings. Others listen and
give comments
- Check and give feedback
- Expected answer:
My hobby is reading. I read story
book, magazines, newspapers and any
kind of material that I find interesting.
I started reading when I was a little
girl. I used to ask my father to read
fairy tales. Then I learned to read. At
first I read simple books, then stories.
Now I read everything. I love reading
novels. Even I can read short stories
in English, especially I’m interested
in reading funny stories. Through
reading, I can learn about many
things: how people live, how things
go on everywhere in the world. Books
provide me with necessary
information and facts. I don’t have to
learn things the hard way. The books
have certainly helped me so much in
my daily life. Books would be my
life- long friends. I would never stop
reading them in my life.
4. Consolidation (1 minute)
- Remind main points of the lesson
5. Homework (1 minute)
Prepare for the next lesson
Date of preparation:
Period 88: Written test
I. Objectives:
. - Check Ss’ knowledge after having taught 3 units (12 to 14) & adjust T’s method of
teaching to suit Ss’ levels.
- Help Ss consolidate & systematize the knowledge they have learned
II. Method: integrated skills
III. Teaching aids: question and its key
IV. Procedure:
1. Class organization:
Class
2. Check-up:
Date of teaching
Attendances
No checking
3. New lesson:
T: Give Ss question
S: Do the test in 45 minutes
4.Consolidation:
- Collect Ss’ answers.
5. Homework:
- Prepare next period
Date of preparation:
PERIOD 89:
UNIT 15: SPACE CONQUEST
LESSON : READING
I. Objectives:
By the end of this lesson, students will be able to:
- 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
II. MethodS: Intergrated, mainly communicative
III. Teaching aids: Some photos of celebrations in the world
IV. Procedures:
1. Organization (1 minute)
Class
Date of teaching
Attendance
2. Oral check
- Check during the lesson
3. New lesson
Stages
Teacher’s activities
WarmI.Warm-up:
- Ask sts some questions
up (5’)
1. Who is the first human to
fly into space?
2. Can you name the first
human to set foot on the
moon?
3. Who is the first
Vietnamese to fly into
space?
* Leads in: “ Today we talk
about the first human to fly into
Before
space?”
you read II.Before you read :
* Pre- teaching vocabulary
(7’)
- Cosmonaut (n): Nhµ du hµnh
vò trô
- Weightlessness (n): V« träng
lîng
- Enormous (ad): Khæng lå
- Venture (n): kh¸m ph¸
-Conquest (n): Chinh phôc
- To conquer: Kh¸m ph¸
- Check (broke out and
remember)
- Introduce “ There are 5 topics
and 5 headings”
While
III.While you read :
you read 1. Task 1 :
_ Ask sts to read the text
(18’)
silently
_ Has some sts match the
headings to the paragraph
_ Gives feedback
Students’ activities
- Listen to the teacher
- Answer the questions
Key
1. Yuri Gagarin
2. Neil Armstrong and Buzz
Aldrin
3. Pham Tuan
- Listen to the teacher
- Repeat
- Give meaning
- Write down new words into note
books
- Listen to the teacher
_ Read individually
_ Work in pairs
_ Do task 1
_ Sts-sts’ correction
Key
P1: B, P2: D, P3: E, P4: C, P5: A
_ Work in pairs to ask and answer
questions, change the role
2. Task 2
Suggested answers:
_ Asks sts to run through the
1. He was 27 then.
questions then read the text
2. He was in space for 108
again
minutes.
3. They were what would happen
_ Calls some sts to ask and
to a human being in space or how
answer in front of the class
the body would react to the
_ Gives feedback
extreme changes in temperature or
IV.After you read :
how the mind would deal with the
After you _ Ask sts to read the words or
psychological tension.
read ( for phrases in the box and translate 4. It was more than 17 000 miles
good Ss)
_ Instruct sts how to do it
per hour.
5. Because he died in a plane crash
(12’)
_ Ask sts to scan the reading
on a routine training flight in
passage
March 1968.
6. After his death, his hometown
_ Ask sts to complete the
of Gzhatsk was renamed Gagarin,
summary individually and share and the Cosmonaut Training
with the others
Center at Star City, Russia, was
given the name of this national
_ Give feedback
hero.
_ Work individually to do the task
Key
1. cosmonaut 2. in space 3. lasted
4. success 5.gravity
6. view
7. impossible 8. named after
4. Consolidation : Gives the main points of the lesson
5.Homework: - Rewrite a paragraph about Yuri Gagarin (about 80 words)
- Prepare for new lesson
Date of preparation :
Period 90:
Unit 15: Space conquest
Lesson: speaking
I. Objectives:
Students should know talk about posibilities of evens, talk about historical events in the
space conquest
II. Methods: Integrated, mainly communicative.
III. Teaching aids: Some picture of the parts of the body
IV. Procedures:
1. Organization :
Class
Attendances
Teaching date
2. Check old lesson(5mins): write new word, translate the passage into Vienamese
3. New lesson
Stages
Teacher’s activities
Students’activities
* Warm
I.Warm-up
up:
- Shows the pictures about
- Look the pictures
( 5mins )
some well-known astronauts in
- work in pairs
the world
- Guess the answers
- Give the questions:
Suggested answers
* Pre-Who are they ?
1.Yuri Gagarin – Russian
speaking : - What are their nationalities ? astronaut
( 10mins ) II.Pre – Speaking :
2.Valentina Tereshkova _Ask sts to work in groups to
Russian astronaut
read the following piece of
3.Amstrong – American
news ( provide key words)
astronaut
- Ask sts to make questions
4. Liwei – Chinese astronaut
with :
5. Pham Tuan – Vietnamese
When……. ?
astronaut
What ……. ?
How old ……. ?
- Answer the questions
How important ……. ?
How many ……. ?
Set model
- listen to the teacher
“ When did China launch its
first manned spacecraft into
space?”
- On October 15, 2003
_ Ask sts to ask and answer
* While
about the reading.
speaking : III.While – Speaking
_ work in pairs
( 12 mins) _ Ask sts to look at the pictures
in the textbook and his/her
_ Ask and answer
important event in space
exploration.
- Set model
A : When did Russian launch
its first artifical satellite ?
B : On October 4, 1957
A : What is the name of
-Observe the example
Russia’s first artifical satellite ?
B : Sputnik
A : How important was the
artifical satellite to Russia ?
* Post speaking :
( 10mins)
B : The first the artifical
satellite marked the beginning
of Space Age
_ Ask sts to practise speaking
about these events
_ Go around to help
_ Call some sts in some groups
to check in front of the class
_ Give feedback
IV.After –speaking:
_ Show the pictures and ask sts
to talk about his/her important
event in space exploration
_ Give feedback
- listen to the teacher
_ Whole class Practise
_ St-Sts’s correction
_ Individual
_ St- sts’ correction
- Listen to the teacher
- talk about important evenrs
- listen to the teacher
4. Consolidation : Give the main points of the lesson
5. Homework : - Talk about the event you know about the space conquest
- Prepare for new lesson
Date of preparation :
Period 91:
Unit 15: SPACE CONQUEST
Lesson: listening
I. Objectives: 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
II. Methods: Integrated, mainly communicative.
III. Teaching aids: cassattes and tapes, textbook
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: (5mins) talk about a historical events in the space conquest
3. New lesson:
Stages
Teacher’s activities
Students’activities
Warm up : * Warm- up:
- Close their book.
(2 minutes)
- Answer the questions in
Have students close their group.
books then ask some 1. Neil Armstrong & Buzz
questions to lead in
Aldrin.
st
1. Name the 1 men to
land on the moon.
2. American.
2. His nationality.
3. 20 July 1989
Pre3. When
listening
I. Pre-listening
(10
minutes)
- Have students work in
pairs to match the picture
- Work in pairs.
with the caption.
- Share as.
- Have students read a loud
1d – 2a – 3c – 4e – 5b
the words correct.
- Practice reading.
- Supply the stress (or
- Take notes
While pronunciation) and the
listening
meaning
(15minutes) II. While -listening:
1. Task 1
- Explain the situation.
. - Listen.
- Have students read through - Read the statements.
the statements quickly.
- Supply the meaning of
- Take notes.
some words (in need).
- Play the tape thrice, for the - Listen twice.
last time, have a pause after - Give answer after 3rd times
each sentence.
1F – 2F – 3F – 4F – 5T
- Play the tape again (in
need) to confirm the answer. - Listen again.
2. Task 2
- Ask students have a look at - Read the questions.
the questions.
- Listen to the tape.
- Have students listen to the - Work in groups to give
tape again for 3 times (with answers.
a pause
- Share answers & take notes.
1. NASA’s Apollo Program.
Post2. On 16 July 1969.
listening :
3. Controlling the oxygen
(for
advanced
Ss) (10
minutes)
III. Post- listening:
- Have students work in
group to discuss the
questions.
- Go round the class to help
students
(In need).
- Call some students to give
answer
- Work in groups.
- Ask some difficult words.
- Share answer & take notes.
1. Some reason:
- adventure
- find out another life outside
the earth.
- precious material.
- other place for human beings.
2. The three things are:
- camera.
- water / food.
- tent.
4. Consolidation : Give the main points of the lesson : summarize the listening passage
5. Homework :- learn by heart new words and summarize the listening passage
- Prepare for new lesson
Date of preparation :
Period 92:
Unit 15: SPACE CONQUEST
Lesson: writing
I. Objectives:
By the end of this lesson, Students can get to know the content and structure of
one’s person biography.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Some cues, textbook ….
IV. Procedures:
1. Organization :
Class
Attendances
Teaching date
2. Check old lesson: (5mins) summarize the listening passage
3. New lesson:
Stages/ti
Teacher's activities
Ss' activitives
me
Warm Warm up(3 minutes)
up.
- Show a short video clip /picture
work in groups of four
(3mins) about Neil Armstrong and ask
suggested answers:
students some questions about
- He is Neil Armstrong
him:
- He is an astronaut
- Who is he?
- He is American
- What does he do?
- In 1969
- Is he Russian or American?
Before - When did he walk on the moon?
writing I. Before writing (10 minutes)
- Work in groups
(10mins) -Divide sts into four groups, ask
- Brainstorming for needed
one from each group to the board
words/phrases to write one’s
to write down information we
biography
need to write one’s biography.
- Suggested answers: job, address,
Others in the same group can help
hometown, career, place of birth,
by shouting the needed words or
date of birth, quote, marital status,
phrases.
family, education…
- Give feedback and marks to the
group with correct information.
- Choose five words/phrases and
explain the meanings (if
necessary): career, place of birth,
While
date of birth, quote,
writing
II.Whilewriting(15minutes)
(15mins) Task 1:
-Ask sts to read the information
about Neil Armstrong, the first
-Work individually, then check
human to set foot on the moon,
with their partners.
then put each of the headings in
-Take notes on difficult words.
the box in the appropriate blank.
- Show some pictures relating to
- Suggested answers:
the career of Neil Armstrong:
1. Birth
NASA, the moon, space shuttle,
2. Place of Birth
United States Navy.
3. Known as
- Explain the meaning of some
4. Career
difficult words: resign, appoint,
5. Quote
vice chairman, committee,
investigate, disaster, leap)
- Students works in groups and
Task 2
- Teacher divides students into
groups of four.
- asks sts to write a biography of
Neil Armstrong from the
information given in task 1
- Ask sts to pay attention to these
points:
+ prepositions: at-on-in-from-towith
+articles: a-an-the
+ words/phrases used to write
biography: be known as- work asresign from+ Simple past tense
+Simple present tense
- move around to supervise and
give help when necessary
After
writing
(9mins) III. After writing (9minutes)
- ask sts to exchange their paper
card to correct
- ask one group to show their
biography on the board.
- Give comment and correct in
front of other students, ask them to
pay attention to some basic
grammatical mistakes
write the biography on a piece of
paper card
- Suggested answers:
Neil Armstrong is an American
astronaut. He is known as the first
person to walk on the moon. He was
born on August 5th, 1930 in Wapakoneta
in Ohio. From 1949 to 1952, he worked
as a pilot in the United States Navy.
Armstrong received his B.S from Purdue
University in 1955. He joined the NASA
astronaut program in 1962. Neil
Armstrong became the first human to
step on the moon’s surface on July 20th,
1969. He was joined by Buzz Aldrin
forty minutes later. Armstrong and
Aldrin spent two and a haft hour on the
moon’s surface. Armstrong received his
M.S from the University of Southern
California. He resigned from NASA a
year later and from 1971 to 1979, he
taught at the University of Cincinnati. In
1986 Armstrong was appointed vice
chairman of the committee that
investigated the Challenger shuttle
disaster. He is also well-known for what
he said when he stepped on the moon’s
surface:” That’s one small step for man,
one giant leap for mankind”
- Students pick out the mistakes
then correct them.
- show their biography on the
board
4. Consolidation : Give the main points of the lesson
5. Homework :- finish the writing at home
- Prepare for new lesson
Date of preparation :
Period 93:
Unit 15: SPACE CONQUEST
Lesson: language focus
I. Objectives: By the end of the lesson, students will be able to:
- Distinguish the sounds /nt /, /nd/ /nθ /, /ns/ and /nz/
- Pronounce the words and sentences containing these sounds correctly
- how to use could/be able to and tag questions
II. Methods: Integrated, mainly communicative.
III.Teaching aids: Text book, cassette tape
IV. Procedures:
1. Organization :
Class
Attendances
Teaching date
2. Check old lesson: : During new lesson
3. New lesson:
Stages
Teacher’s activities
Pronunciation Pronunciation:(10 minutes)
( 10’ )
Has students listen
and repeat the sounds nt /,
/nd/ /nθ /, /ns/ and /nz
- Asks students to practice
reading the sentences provided
Grammar
Grammar (10minutes)
(10’)
Could, was/were able to
1.1. Could:
Ex1: My grandfather was very
clever. He could speak five
languages.
Ex2: We were totally free. We
could do whatever we wanted.
1.2. Was/were able to:
Ex: A girl fell into the river,
but fortunately we were able
to rescue her.
COULD NOT or
WAS/WERE NOT ABLE
TO.
Ex: My father couldn’t swim.
(=My father wasn’t able to
swim.)
COULD :kh¶ n¨ng nãi chung
WAS/WERE ABLE TO ;kh¶
n¨ng cô thÓ
2) Tag questions
Ex1: You are a student, aren’t
you?
Ex2: The film wasn’t very
interesting, was it?
Ex3: Mary does a lot of
homework every day, doesn’t
Practise (22’) she?
Practise (22’)
* Exercise 1
- Asks students to do exercise
1 in pairs
- Checks and gives correct
Students’activities
- Listen to the tape
carefully
- Practise reading
- Listen and write down
- Work in pairs
Key:
Exercise 1
1. couldn’t/ wasn’t able
to 4. was able to
2. was able to 5. could/
was able to
3. could/ was able to 6.
couldn’t/ wasn’t able to
Exercise 2
1. It’s (very) expensive,
isn’t it?
answers
2. The film was great,
wasn’t it?
* Exercise 2
3. She has/ She has got/
She’s got a lovely voice,
- Asks students to do exercise doesn’t she? Or She has a
2 in pairs
lovely voice,
- Checks and gives correct doesn’t she?
answers
4. It doesn’t look very
good, doesn’t it?
5. You’ve had your hair
cut, haven’t you?
* Exercise 3
- Asks students to do exercise Exercise 3
3 in pairs
- Checks and gives correct 1. doesn’t she 4. didn’t
answers
we 6. can’t you
2. haven’t you 5. won’t
we 7. mustn’t it
3. wasn’t it
4. Consolidation : Give the main points of the lesson
5. Homework :- finish all exercises
- Prepare for new lesson
Date of preparation:
Period 94:
UNIT 16: THE WONDER OF THE WORLD
Lesson : Reading (p1)
I. Objectives:
By the end of the lesson, students will be able to:
- develop such reading micro-skills as scanning for specific ideas, skimming for
general information, and guessing meaning in context
- Use the information they have read to discuss the topic
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, textbook, handouts
IV. Procedure:
1. Organization :
Class
Attendances
Teaching date
2. Check old lesson: (5mins) summarize the listening passage
3. New lesson:
Stages
Warmup (5’)
Before
you read
(15’)
While
you read
(18’)
Teacher’s activities
Warm up
Who can use the letters: e, w,
r, o, n, d to make a meaningful
word?
I. Before you read
- Ask Ss to work in pairs to
answer some questions in the
books
- Call some pairs to answer in
front of the class
- Check and give feedback
*Vocabulary:
- T asks Ss to skim the passage
and underline the new words.
1. tomb (n) (picture)
2. pyramid (n) (picture)
3. construction (n) (gap-fill)
4. treasure (n) (translation): kho
báu
- Read a new word three times.
II. While you read
Task 1: Gap-fill
- Ask Ss to read the text and do
task 1 in pairs.
- Instruction: The words in the
box all appear in passage. Fill
each blank with a suitable
word.
- Move around to help Ss.
Students’ activities
- Anser T’s question
+ Answer key: Wonder
- Work in pairs to answer the
questions
+ Suggested answers:
1. These two wonders are the
Great Pyramid Cheop (Khufu),
and the Taj Mahal.
2. The Great Pyramid Cheop in
Cariro, Egypt, and the Taj Mahal
in India.
3. They were built as tombs for
their royal families. The Great
Pyramid was built over 4000 years
ago. And the Taj Mahal was built
between 1630 and 1652 by an
Indian prince.
- Work in pairs to do task 1
+ Answer key:
1. tomb
2. wonder
3. ramp 4.
chamber
5. mysterious
6.
spiral
4. Consolidation : - summarize the main points of the lesson
5. Homework : - learn new words
- prepare for the next lesson
Date of preparation:
Period 95:
UNIT 16: THE WONDER OF THE WORLD
Lesson : Reading (p2)
I. Objectives:
By the end of the lesson, students will be able to:
- develop such reading micro-skills as scanning for specific ideas, skimming for
general information, and guessing meaning in context
- Use the information they have read to discuss the topic
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, textbook, handouts
IV. Procedure:
1. Organization :
Class
Attendances
Teaching date
2. Check old lesson: (5mins) write new words
3. New lesson:
Stages
Warmup (5’)
While
you read
(20’)
Teacher’s activities
Students’ activities
- Ask Ss to name some wonders - Give answer: the Great Pyramid
of the world that they know
Cheop (Khufu), and the Taj
Mahal.The Great Pyramid Cheop
in Cariro, Egypt, and the Taj
Mahal in India.
* Task 2: Questions and
answers
- T divides the class into groups
of four or five.
- Ask each group to read the
text again and write down the
answers to the following
questions.
- T moves around class to give
help.
- Read the text and write down
the answers
+ Suggested answer:
1. It is located on the west bank of
the Nile River and was built
around the year 2560 BC.
2. It was about 147 meters high on
a base of 230 meters square.
3. The purpose of this huge stone
pyramid was to serve as a tomb
when the Egyptian Pharaoh Khufu
died and to protect the burial
chamber from the weather and
from thieves who might try to steal
the treasures and belongings
there.
4. It is thought that the ancient
Egyptian used straight or spiral
ramps or huge weight arms to lift
and place the blocks of stone in
place.
5. The boat is believed to have
been used to carry the body of
Khuful in his last journey on Earth
before being buried inside the
*Task 3: Scan for information pyramid.
- Ask Ss to scan the passage
and work in pairs to say what
- Do task 3
the following words refer to.
+ Suggested answers:
- T moves around class to give 1. who (line 4) refers to the
help.
thieves.
2. it (line 8) refers to the Great
After you
read ( for
good Ss)
(12’)
Discussion
Pyramid.
- Ask Ss to work in pairs to
3. it (line 9) refers to the Great
discuss this question:
Pyramid.
Which of the wonders of the
4. each (line 12) refers to the block
world do you like best? Why?
of stone
- Move around to help Ss.
- Ask some pairs to act out their - Discuss the questions
conversation.
- Act out their conversation
- T gives feedback
4. Consolidation : - summarize the main points of the lesson
5. Homework : - summarize the reading passage
- prepare the next lesson
Date of preparation:
Period 96:
UNIT 16: THE WONDER OF THE WORLD
Lesson : Speaking
I. Objectives:
By the end of the lesson,Ss will be able to talk about features of man-made places;
distinguish facts and opinions
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, textbook, handouts
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: (5mins) write new words
3. New lesson:
Stages
Warmup (5’)
Before
you
speak
(10’)
While
you
speak
(15’)
Teacher’s activities
Warm up
- Show the picture of “ the great
Pyramid of Giza”
- Ask sts some questions
What is it?
When was it built?
How long has it been built?
Give sentences
Distinguish fact and opinion
Students’ activities
- Look at the picture
- Answer the questions
1. The great Pyramid of Giza was
built around the year 2560 B.C
2. It is believed to have been built
over a 20 years period
+ Lead-in:
- T sticks the picture of the Great
Pyramid on the board and asks Ss:
1. What is this? ( The Great
Pyramid)
2. Is the Great Pyramid high? (Yes)
3. What do you think about the
Great Pyramid? (I think it is great)
I. Before you speak
T writes on the board:
+ The Great Pyramid is high.
+ The Great Pyramid is great.
- T asks Ss: Which sentence
describes fact and which one
describes opinion?
- Distinguish facts and opinion
- Ask Ss to work in pairs to read the
statements and decide if each one
describes fact or opinion.
- Walk round and help them, give
the some information.
- Asks some Ss to give their
answers.
II. While you speak
+ Useful language:
- To express opinions and facts:
I think/ I am sure...
It is said/ believed/ thought that...
They might/ may / can have...
Probably/ Maybe they...
Expected answers: The first
describes fact and the second
describes opinion.
- Work in pairs to read the
statements
- Give the answers
+Expected answers: The first
describes fact and the second
describes opinion.
- Write down on notebook
- Work in pairs to tell about facts
and opinions
- Listen to teacher’s feedback
- Disscuss the answers to the
questions
- Stand up and talk
- Listen to teacher’s feedback
Suggested answers:
- Facts: 2, 3, 4.
- Opinions: 1, 5, 6, 7.
- Do task 2
- Ask Ss to work in pairs and tell
their partner about some facts and
opinions of the Great Pyramid of
Giza, using the information in Task
1.
- Walk round and help them, give
them some information.
Example:
I think the Great Pyramid was
built by an enormous giant.
- Listen and take notes
Example:
Fact: The Great Pyramid of Giza
was 147 metres high.
After you
->Feedback: Teacher asks some Ss Opinion: The Great Pyramid is
speak
to give their answers.
believed to have been built over a
(7’)
III. After you speak
20-year period.
- Ask Ss to discuss possible answers + Suggestions:
to the following questions.
- The Great Pyramid of Giza was
- Walk round and help them, give
built by an Egyptian Pharaoh
the some information.
Khufu.
- Listen to Ss and corect their
- It is said that it took him a 20-year
mistakes for indirect correction.
period to complete it.
- T gives feedback.
- They are now many theories about
it. One theory says the stones were
taken from the site on the Giza
Plateau, about 5 km away, and one
other theory says the stones were
transported from the east side of the
Nile River from a distance of over
500 miles.
- These stones might have been
transported on wooden sleds.
4. Consolidation : - summarize the main points of the lesson
5. Homework : - about features of man-made places; distinguish facts and opinions
- prepare for new lesson
Date of preparation:
Period 97:
UNIT 16: THE WONDER OF THE WORLD
Lesson : Listening
I. Objectives:
By the end of the lesson, Ss will be able to listen to the text to get information
about The Great Wall of China by gap-filling and comprehension questions
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, cassette tape, handouts
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: (5mins) talk about some facts and opinions
3. New lesson:
Stages
Warmup (5’)
Teacher’s activities
Warm up:
- T shows some pictures of the
wonders of the world and ask sts to
talk about name , location of these
wonders
Before
you listen
(10’)
Before you listen
-Ask sts to look at the picture and
answer the questions in their books
-Introduce to sts that they will listen
to a passage about the Great Wall of
China
-Pre-teach some new words
+ man –made wonder
+ magnificence and significance
+ World Heritage
+ UNESCO
+Ming Dynasty
+ ancient
+ stone roadway
+ Beijing
While
you listen While you listen
(15’)
Task 1: Gap-filling
-Explain task1 and ask sts to read
sentences in Task 1 carefully
-Play the tape twice and ask sts to do
the task
-Ask sts to exchange their answers
with their friends
-Give feedback
Task 2: Comprehension questions
-Explain task 2 and ask sts to read
the questions carefully
-Play the tape twice and ask sts to do
the task
-Ask sts to exchange their answers
with their friends
-Play the tape one more time and ask
sts to check the answers
-Call one st asks and the other
answers loudly
Students’ activities
Listen and talk
- Look at the picture and answer the
questions
-The Great Wall
-In China
-During the Ming Dynasty
-Listen and take notes
-Read the sentences carefully
-Listen to the tape and fill in the
missing information
-Compare their answers with a
partner
* Suggested answer:
1.the moon; 2. 1987; .3.the Ming
Dynasty; 4.200; 5. 200B.C; 6.
6,000km; 7. 11 metres; 8. stones
-Read the questions
-Listen to the tape and answer the
questions
-Compare their answers with a
partner
-Listen again and check the answer
-Ask and answer the question:
1. The ancient Chinese started to
-Give feedback
build the Great Wall in 1368.
2. Five provinces
3. Because it can be seen from the
moon
4. The part in the northwest of
Beijing is the best choice for visit
because it is still in its original state
After you
listen (for After you listen
good Ss) Divide sts into group of 4 and ask sts
to tell their partners why the Great
-Do as directed
(7’)
Wall is considered one of the
-Present their ideas to the class
greatest wonders in the world and
-Listen
how it was built
-Call some sts to present their talks
to the whole class
-Give remarks
4. Consolidation : - summarize the main points of the lesson
5. Homework - write a short passage about the Great Wall.
- prepare for new lesson
Date of preparation:
Period 98:
UNIT 16: THE WONDER OF THE WORLD
Lesson : Writing
I. Objectives:
By the end of the lesson,Ss will be able to write a report on a man-made place
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, textbook, handouts
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: (5mins) check Ss’writing
3. New lesson:
Stages
Warmup (5’)
Teacher’s activities
Warm-up
- Ask Ss to name some famous
places in Vietnam and in the world.
- Listen and give comments and
Before
mark.
you write I. Before you write
(10’)
*Vocabulary :
1. consist of (v) (example)
Water consists of two elements:
hydrogen and oxygen.
2. in honor of (expression)
(translation): thể hiện sự tôn kính
3. Buddha (n) (picture): Đạo phật
- Ask Ss to give the Vietnamese
equivalent (if necessary).
- Read a new word three times. Ss
listen and repeat after the T.
While
II. While you write
you write - Ask Ss to look at the notes made
by a visitor to the Ponagar Cham
(15’)
Towers in Nha Trang.
- Ask Ss to use the note to write a
report on the visit.
- Call on some Ss to go to the board
and write their paragraph.
- Listen to Ss and collect their
mistakes for indirect correction.
* Checking
- T finds out the mistakes and
correct with Ss.
- T gives feedback on Ss’ work.
- T points out some common
mistakes made by Ss.
- Ask Ss to give comments on the
others’ writing.
After you
write
III.After you write
Role-play
(7’)
Students’ activities
- Talk about famous places in the
world and Viet nam : Ha Long Bay,
Hung King Temple, the Great
Pyramid.....
- Write down new words and their
meanings
- Look at the notes
- Use the note to write a report on
the visit
- Compare the answers
- Go to the board and write their
paragraph
- Check and correct mistakes
Sample writing
My visit to Nha Trang last year
included a brief tour to Ponagar
Cham Towers. This complex town is
one of the most beautiful examples
of Cham architecture in central
Vietnam.
The Ponagar Cham Towers
consists of four towers. They are
located on Cu Lao Marble Hill two
kilometers north of Nha Trang.
They were built between the 8th and
13th centuries.
Each town was dedicated to a
different God. The largest tower
was built in honor of Lady Thien Y.
The 22,5 m high tower contains her
sandstone statue sitting on
Buddha’s throne. The 26m high
statue has 10 hands, holding
specific objects illustrating the
power of Buddha.
The tour to Ponagar Cham Towers
lasted 5 hours. I felt tired but the
visit was enjoyable, memorable and
informative.
- T asks Ss to read the tourist’s
- Work in pairs to do a role-play
report again and work in pairs to
- Talk about Ponagar Cham Towers
play the role of the tourist and the
to their friends
tourist’s friend, who are talking
Ann: Hello, May I speak to Ben
about the tour to Ponagar Cham
please?
Towers. This time, the two friends
Ben: Ben here. Who’s speaking?
talk on the phone. The conversation Ann: It’s me, Ann.
should be opened like this:
Ben: Oh, Ann. A long time no see.
- Go around giving help with the
Where have you been?
new words.
Ann: I have just come back from
- Listen to Ss and collect their
Ponagar Cham Towers in Nha
mistakes for indirect correction.
Trang.
- Ask Ss to go to the board and write Ben: Oh, how nice. Please tell me
their conversation.
about it.
- T points out some common
mistakes made by Ss.
4. Consolidation : - summarize the main points of the lesson
5. Homework - write about the wonders of the world
- prepare for new lesson
Date of preparation:
Period 99:
UNIT 16: THE WONDER OF THE WORLD
Lesson : Language focus
I. Objectives:
By the end of the lesson, students can know the way to pronounce some sounds /ft/,
/vd/, /fs/, /vz/ and use the structures: “It is said that…”and “ People say that…”
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, textbook, handouts
IV. Procedure:
1. Organization :
Class Attendances
Teaching date
2. Check old lesson: (5mins) check Ss’writing
3. New lesson:
Stages
Teacher’s activities
Warm-up (5’) * Warm-up:
- Show 2 pictures ( a gift, knives)
- Ask questions: + What’s this?
+ What are they?
- Write the 2 words on the board:
gift
knives
- Read and ask Ss to repeat the
words.
- Emphasis the last sound of these
words
and
lead
to
the
Pronunciation part.
Pronunciation * Pronunciation:
(10’)
- Show poster of words in
pronunciation part.
- Read the words and let Ss repeat.
- Call some Ss to read the words,
correct if there is any mistakes.
- Show poster of the sentences in
Textbook (p. 189).
- Read sentences and let Ss repeat.
- Point out some Ss to read the
sentences aloud, correct mistakes.
Grammar
B. GRAMMAR:
(7’)
1. PRESENTATION:
- Give examples:
1. It is believed that the prisoner
drove through the town at the
speed of 90 km an hour.
=> The prisoner is believed to
have driven through the town at
the speed of 90 km an hour.
2. It is said that he speaks English
very well.
=> He is said to speak English
very well.
3. It is expected that the strike will
begin tomorrow.
=> The strike is expected to begin
tomorrow.
- Read sentences and explain the
use of the structure “It is said
Practise
that…”
(15’)
2. PRACTICE:
Exercise 1:
Students’ activities
- Look at the pictures
- Answer: + gift
+ knives
- Listen and repeat
- Look at the poster.
- Repeat.
- Some Ss read aloud.
- Look at the poster.
- Repeat sentences.
- Some Ss read sentences aloud.
- Look at the examples on the
board.
- Listen and take notes.
- Work in pairs.
- Write their sentences on the
board.
- Correct and copy down.
- Stand up and read aloud.
- Do e.x 1:
1. Many people are said to be
homeless after the floods.
2. The prison is thought to have
escaped by climbing…
3. He is believed to have driven
through the town at…
4. Two people are reported to
- Ask Ss to work in pairs doing the
exercise.
- Call some Ss to write their
sentences on the board.
- Correct mistakes and ask Ss to
copy down.
- Call some Ss read these
sentences aloud.
Exercise 2 : (p. 186) :
- Ask Ss to work in pairs doing the
exercise.
- Call some Ss to write their
sentences on the board.
- Correct mistakes and ask Ss to
copy down.
have been seriously injured…
5. Three men are said to have
been arrested after …
6. The strike is expected to begin
tomorrow.
7. He is said to speak English
very well.
- Do e.x 2:
1. He is thought to eat …
2. The wanted man is believed to
be living in New York.
3. He is known to be very rich.
4. The film is supposed to be ..
5. Many people are thought to
have been killed …
6. About a million puppies are
thought to be born each year.
7. The factories are said to be..
8. Those dogs are said to be…
4. Consolidation : - summarize the main points of the lesson
5. Homework : - finish all exercises
- prepare for the next lesson
Date of preparation:
PERIOD 100:
TEST YOURSELF F
I. OBJECTIVES
- After the test, Ss will be able to test their knowledge of Unit 15 and 16
+ drill skills of doing test
II. METHODS
Integrated, mainly communicative
III. TEACHING AIDS: Textbook, cassette tape
IV. PROCEDURE
1. Organization
Class
Date of teaching
Attendances
2. Oral check
- No checking
3. New lesson
Stages
Teacher’s activities
I. Listening I. Listening(2.5 points)
- Ask students to read all the
(10mins)
sentences first
- Ask students to listen to
the tape once.
- Ask students to listen
again and complete the
sentences .
- 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.
- Keys: In the teacher’s
book.
Students’ activities
- Look at the book and listen to the
task
- understand the task
- Read the questions
- Listen to the tape
- Listen again and say the right
sentences.
- Listen and discuss in groups to find
the correct answers:
- Keys: 1. T, 2. F, 3. F,
4. T, 5. T.
- Read the text and answer the
questions:
1. In the 19th and 20th centuries.
II. Reading
II. Reading (2.5 points)
2 A German doctor named Roentgen
(10mins)
- Present the task:
3. In 1928
- Ask pupils to work in 4. Doctors can save people’s lives by
groups to answers the giving them a new heart or new
questions.
kidney. Hospitals have large coputers
- Give the correct answers and machines that help people live
to the class
better lives.
III.
5. It is a very old method of treating
sickness and pains. It uses needles to
Pronunciat
help the human body fight pain and
ion and
disease
grammar
(10mins)
III. Grammar(2.5 points)
- Present the task:
a/ Ask students to listen and
put a tick in the right box.
- Keys: 1. rent, 2.
tenth,
- 3. lives, 4. loves.
b/ Give the correct form of
verbs.
Keys: 1. isn’t it, 2. didn’t he
- Listen to the teacher
- Work in groups
- Compare the results with the other
groups
- Show the answers in front of the
class.
- Observe the keys and correct their
answers.
c/ Rewrite the sentences …..
1/ Jane is thought to be rich.
2/ She is said to have won a
special prize.
3/ He is said to know five
foreign languages.
4/ The thief is thought to
have got in through the
kitchen windown.
IV. Writing IV. Writing
- Present the task:
(12mins)
- 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.
4. Consolidation (1 minute)
- Students work in groups and
practise writing.
- Two students go to the board and
write.
- Give the writings by reading aloud.
- Read the writing carefully.
- In groups or in pairs.
- Compare the results with the other
groups
- Correct mistakes
- Remind main points of the lesson
5. Homework (1 minute)
Prepare for the second term test
Date of preparation: ....../04/2014
Period 101 : Revision
I. Objectives: Help Ss to revise and practise with all the structures and vocabularies in
unit 9,10,11.
II. Method: communicative approach
III. Teaching aids: Textbook, sub-boards and handouts
IV. Procedure:
1. Class organization:
Class
2. Check-up:
Date of teaching
During new lesson
Attendances
3. New lesson:
T: Give Ss handouts to do exercise.
S: Do exercise
A. PHONETICS
I. Choose one word whose underlined part is pronounced differently.
1. A. admired
B. looked
C. missed
2. A. admire
B. avid
C. variety
3. A. engrave
B. pastime
C. undertake
4. A. rugby
B. music
C. undertaken
5. A. stones
B. learns
C. phones
6. A. lifted
B. lasted
C. happened
7. A. speed
C. person
C. temperature
D. hoped
D. while
D. spectator
D. dull
D. tense
D. decided
D. psychology
B. VOCABULARY AND GRAMMAR
II. Choose the one best answer to complete each sentence.
8. The volunteers, ____ enthusiasm was obvious, finished the work quickly.
A. who
B. whom
C. whose
D. that
9. Many scientists have claimed that ____ like music are often good at mathematics.
A. children
B. children who
C. children whom
D. whose children
10. My friend, ____ I visited lask week, is taking a holiday soon.
A. that
B. whom
C. which
D. whose
11. The doctor are examining a patient ____ was taken to hospital last night.
A. which
B. who
C. whom
D. whose
12. A pacifist is a person ____ believes that all wars are wrong.
A. who
B. whose
C. whom
D. which
13. My friend, ____ hated horror film, refused to go to the cinema with me.
A. whom
B. which
C. whose
D. who
14. Many ____ of rare animals are in danger of extinction.
A. species
B. classes
C. beings
D. pairs
15. People are destroying the environment by adding ____ to it.
A. pollutes
B. pollutions
C. pollutives
D. pollutants
16. Many efforts have been made to protect ____ animals.
A. danger
B. dangerous
C. endanger
D. endangered
17. Many species of animals are threatened and could easily become ____.
A. appeared
B. existed
C. empty
D. extinct
18. Many animals are ____ for their fur and other valuable parts of their bodies.
A. hunted
B. chased
C. run after
D. followed
19. Dinosaurs became ____ millions of years go.
A. disappear
B. extinct
C. lost
D. endangered
20. The chemical ____ from cars and factories make the air, water and soil dangerously dirty.
A. pollution
B. polluted
C. pollutants
D. pollute
21. Human beings are ____ for the changes in the environment.
A. account
B. faulty
C. blame
D. responsible
22. By cutting down trees, we ____ the natural habitat of birds and animals.
A. hurt
B. take
C. damage
D. injure
23. ____ aren’t effective anymore because insects have become resistant to them.
A. Fertilizer
B. Pesticides
C. Herbicides
D. Composts
24. He is the singer about ____ I often tell you.
A. that
B. who
C. whom
D. him
25. The concert ____ I listened last weekend was boring.
A. to that
B. to which
C. for what
D. for which
* KEY:
1. A
6. C
11. B
16. D
21. D
2. B
7. D
12. A
17. D
22. C
3. B
8. C
13. D
18. A
23. B
4. B
9. B
14. A
19. B
24. C
5. D
10. B
15. D
20.C
25. B
4. Consolidation: summarize the main points of the lesson
5. Homework: ask Ss to review the grammar at home and prepare the next period
Date of preparation: ....../04/2014
Period 102 : Revision
I. Objectives: Help Ss to revise and practise with all the structures and vocabularies in
unit 12 and 13.
II. Method: communicative approach
III. Teaching aids: Textbook, sub-boards and handouts
IV. Procedure:
1. Class organization:
Class
Date of teaching
Attendances
2. Check-up:
During new lesson
3. New lesson:
T: Give Ss handouts to do exercise.
S: Do exercise
A. PHONETICS
I. Choose one word whose underlined part is pronounced differently.
1. A. aspiration
B. apointment
C. astronaut
D. gravity
2. A. biography
B. pioneer
C. mission
D. reminder
3. A. challenge
B.chemist
C. psychology
D mechanic
4. A. rugby
B gather
C forget
D gymnast
5. A. feat
B leap
C head
D bean
6. A. rear
B. dear
C. bear
D. fear
7. A. nicest
B. largest
C. hottest
D. best
8. A. athletic
B. average
C. aquatic
D. avid
9. A. camp
B. cell
C. cook
D. car
10.A. brother
B. breathing
C. either
D. death
II. Choose the one best answer to complete each sentence.
11. Non-renewable energy sources are running ____.
A. up
B. on
C. to
D. out
12. People have used coal and oil to ____ electricity for along time.
A. generation
B. generated
C. generate
D. generates
13. ____ energy uses natural sources of energy such as the sun, wind, or water for power and
fuel, rather than oil, coal, or nuclear power.
A. Alternative
B. Solar
C. Hydropower
D. Electricity
14. Oil, coal and natural gas are ____ fuels made from decayed material.
A. unleaded
B. smokeless
C. solid
D. fossil
15. All fossil fuels are ____ resources that cannot be replaced after use.
A. unlimited
B. renewable
C. avaible
D. non-renewable
16. ____ heat comes from deep inside the earth.
A. Geothermal
B. Solar
C. Nuclear
D. Hydro
17. “Have you ever met the man ____ over there?” “No. Who is he?”
A. stands B. is standing
C. standing D. who he is standing
18. The boy ____ the piano is my son.
A. who is playing
B. that is playing
C. playing
D. All are correct
19. We have an apartment ____ the park.
A. overlooking
B. overlooks
C. to overlook
D. overlooked
20. He was the last person ____ in this way.
A. to kill
B. who killed
C. being killed
D. to be killed
21. Nellie Ross was the first woman _____ governor in the United State.
A. who elected
B. to be elected
C. was elected
D. her election as
22. She is the only in the discussion ____ to using nuclear power.
A. objects
B. objected
C. to object
D. whom objects
23. Johnny was the last applicant ____ for a position in that energy station.
A. to interview
B. interviewing C. to be interviewed D. which is interviewed
24. The instructions ____ by Professor Johnson helped us know more about the danger of
energy pollution.
A. that explained B. explainedC. explaining
D. which explained
25. The knife ____ we cut bread is very sharp.
A. with that
B. which
C. with which
D. that
* KEY:
1. B
6. A
11. D
16. A
21. D
2. C
7. D
12. C
17. C
22. C
3. A
8. C
13. A
18. D
23. C
4. D
9. D
14. D
19. A
24. B
5. C
10. B
15. D
20.D
25. C
4. Consolidation: summarize the main points of the lesson
5. Homework: ask Ss to review the grammar at home and prepare the next period
Date of preparation: ....../04/2014
Period 103 : Revision
I. Objectives: Help Ss to revise and practise with all the structures and vocabularies in
unit 15 and 15.
II. Method: communicative approach
III. Teaching aids: Textbook, sub-boards and handouts
IV. Procedure:
1. Class organization:
Class
Date of teaching
Attendances
2. Check-up:
During new lesson
3. New lesson:
T: Give Ss handouts to do exercise.
S: Do exercise
A. PHONETICS
I. Choose one word whose underlined part is pronounced differently.
1. A. stones
B. learns
C. phones
D. tense
2. A. lifted
B. lasted
C. happened
D. decided
3. A. speed
B. person
C. temperature
D. psychology
4. A. cough
B. laugh
C. rough
D. although
5.
A. roof
B. myself
C. of
D. belief
6.
A. prove
B. move
C. improve
D. above
7.
A. satisfaction
B. spacious
C. facsimile
D.telegram
II. Choose the best answer for each sentence.
8. No one knew precisely what would happen to a human being in space.
A. nicely
B. exactly
C. rigidly
D. roughly
9. Many spacemen could never get back to the Earth because of ____ accidents.
A. tragedy
B. tragic
C. tragically
D. tragedies
10. He finds it difficult for him to recover from his son’s ____.
A. die
B. dead
C. deadly
D. death
11. He failed again, which was a/an ____ disappointment.
A. enormous
B. big
C. wide
D. large
12. The flight will take approximately three weeks.
A. closely
B. exactly
C. about
D. precisely
13. How long did Yuri Gagarin’s trip into space ____? --Only 180 minutes.
A. lengthen
B. last
C. late
D. strengthen
14. When ____ astronaut travels into space, if a technical failure happens, he can never get
back to ____ Earth.
A. an / the
B. ф / an
C. an / ф
D. the / ф
15. Neil Armstrong was the first man to set foot on ____ moon.
A. a
B. an
C. the
D. ф
16. Everybody congratulated the astronauts ____ their successful trip into space.
A. on
B. for
C. of
D. in
th
17. Yuri Gagarin became the first man to travel into space ____ 12 April, 1961.
A. at
B. on
C. in`
D. from
18. A / an ____ is a person who is trained for traveling in a spacecraft.
A. astronaut
B. scientist
C. engineer
D. technician
19. When spacemen travel into space they have to face enormous ____ because they do not know what
may happen.
A. certainties
B. uncertainties
C. possibilities
D. precisions
20. Lisa’s been able to play the flute since she was six, ____?
A. can’t she
B. isn’t she
C. wasn’t he
D. hasn’t she
21. Neil seemed to have a good time at the party, ____?
A. hadn’t he
B. had he
C. did he
D. didn’t he
22. There has not been a great response to the sale, ____?
A. does there
B. hasn’t there
C. has there
D. hasn’t it
23. She had done more work in one day than her husband ____ in three days.
A. do
B. could do
C. may do
D. done
24. You are going to come to the party, ____?
A. aren’t you
B. do you
C. will you
D. won’t you
25. Despite the bad weather, he ____ get to the airport in time.
A. could
B. couldn’t
C. was able to
D. almost
* KEY:
1. D
6. D
11. A
16. A
21. D
2. C
7. B
12. C
17. B
22. C
3. D
8. B
13. B
18. A
23. B
4. D
9. B
14. A
19. B
24. A
5. C
10. D
15. C
20.D
25. C
4. Consolidation: summarize the main points of the lesson
5. Homework: ask Ss to review the grammar at home and prepare the next period
Date of preparation
/04/2014
Period 104: The second term written test
I. Objectives:
. - Check Ss’ knowledge after having taught 7 units (9 to16) adjust T’s method of
teaching to suit Ss’ levels.
- Help Ss consolidate & systematize the knowledge they have learned
II. Method: integrated skills
III. Teaching aids: question and its key
IV. Procedure:
1. Class organization:
Class
Date of teaching
Attendances
2. Check-up:
No checking
3. New lesson:
T: Give Ss question
S: Do the test
4. Consolidation:
- Collect Ss’ answers.
5. Homework:
- Prepare next period
Date of preparation
/04/2014
Period 105: Test correction
I. Objectives:
. - Giving remarks and correcting Ss’mistakes
II. Method: Mainly communicative
III. Teaching aids: Teaching plan; Ss’answer
IV. Procedure:
1. Class organization:
Class
2. Check-up:
Date of teaching
Attendances
No checking
3. New lesson:
A. The answer for the test
II.ĐÁP ÁN:
CODE 001
1.B
2.A
3.B
4.C
5.D
6.B
7.C
8.C
9. B
10.D
11.C
12.C
13.D
14.D
15.B
16.A
17.C
18.B
19.B
20.D
21.A
22.B
23.B
24.C
25.D
26.B
27.C
28.B
29.D
30.A
31.D
32.C
33.C
34.B
35.B
36.D
37.B
38.B
39.A
40.C
CODE 002
1.B
2.A
3.B
4.C
5.D
6.B
7.C
8.C
9. B
10.D
11.C
12.C
13.D
14.D
15.B
16.A
17.C
18.B
19.B
20.D
21.A
22.B
23.B
24.C
25.D
26.B
27.C
28.B
29.D
30.A
31.D
32.C
33.C
34.B
35.B
36.D
37.B
38.B
39.A
40.C
B. T’s comments on Ss’answers
...............................................................................................................................................
...............................................................................................................................................
.....................................................................................................
4.Consolidation:
- Collect Ss’ answers.
5. Homework:
- Prepare next period
Date: 17/ 02/ 2011
Grade 11
Review and test preparation
Lesson 2:
RELATIVE CLAUSES
REPLACED BY PARTICIPLES AND TO-INFINITIVE
I. Aim: At the end of the lesson, students will be able to use participles and to-infinitive
to replace relative clauses.
II.Language knowledge:
1.Grammar: Relative clauses replaced by participles and to-infinitive.
2.Vocabulary: words and phrases in the exercises
III.Techniques:
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’
activities
Content
- T provides Ss
with some
examples.
1.Presentation:
1. Active:
Examples:
- The man who stands at the door is my uncle.
- The man who is / was standing at the door is my uncle.
- The man who stood at the door is my uncle.
The man standing at the door is my uncle.
- Ss study
carefully and
draw out the
rules then.
* Notes: We can use a present participle to replace a
relative clause which has an active meaning.
1. Passive:
Examples:
- The woman who is / was given a flower looks / looked
very
happy.
The woman given a flower looks / looked very happy.
* Notes: We can use a past participle to replace a relative
clause which has a passive meaning.
3. Infinitive relative clause: (active / passive)
Examples:
a. Active:
- The first student who comes to class has to clean the
board.
The first student to come to class has to clean the board.
b. Passive:
- The only room which was painted yesterday was Mary’s.
The only room to be painted yesterday was Mary’s.
* Notes: We can use an active or a passive to-infinitive after
an
ordinal number (first, second, ..), next, after, last, only, and
an
indefinite pronoun (something, anything, …)
- Ss work in
pairs to do the
exercise.
- After Ss finish
their exercise, T
calls on some
Ss to write
their answers on
the board, and T
corrects then.
2. Practice:
* Exercise 1: Rewrite the following sentences using
present
participle, past participle or to-infinitive:
1. Maxicorp were the only company which replied my
letter.
……………………………………………………………
2. Do you the man who is talking to my father ?
……………………………………………………………
3. Applications which were sent after 23rd will not be
considered.
……………………………………………………………
4. We have a lot of exercises which we hace to do
toninght.
……………………………………………………………
5. Studies of her son are the most important thing that she
cares
about.
……………………………………………………………
1. The equipment which belongs to the club is insured.
……………………………………………………………
2. George is the first person that we will interview.
……………………………………………………………
3. Meetings which are held every month are called monthly
meetings.
……………………………………………………………
4. The most excellent students who were rewarded the
scholarship would have a two-week holiday in Vung
Tau.
……………………………………………………………
5. The trees which were planted last week are growing
well.
……………………………………………………………
11. The man who is talking to John is from Korea.
……………………………………………………………
12. The ideas which are presented in that book are
interesting.
……………………………………………………………
13. Ann is the woman who is responsiple for preparing the
budget.
……………………………………………………………
14. English has an alphabet that consists of 26 letters.
……………………………………………………………
15. The books that are on that shelf is mine.
……………………………………………………………
16. The children who attend that school receive a good
education.
……………………………………………………………
17. The psychologists who study the nature of sleep have
made important discoveries.
……………………………………………………………
18. The sunlight which comes through the window wakes
me up early every morning.
……………………………………………………………
19. John quincy Adams, who was born on July 11th 1767,
was the sixth president of the United States.
……………………………………………………………
20. These are the ancient houses which were built a long
time ago.
……………………………………………………………
* Exercise 2: Rewrite the following sentences using an
- Ss work in
pairs to do
exercise 2.
- After Ss finish
their exercise, T
calls on some
Ss to write
their answers on
the board, and T
corrects then.
appositive:
1. We walked down Park Lane, which is the srteet alone
Hyde
Park.
We walked down Park Lane, the srteet alone Hyde
Park.
1. The statue of Eros stands high above Piccadilly Circus,
which is the busiest crossroads in London.
……………………………………………………………
2. We turned left into Regent Street , which is one of the
best shopping street.
……………………………………………………………
3. We passed Marble Arch, which was once a gate into
Hyde Park.
……………………………………………………………
4. Tom, who is my classmate, comes from England.
……………………………………………………………
- T. sets
homework.
- Ss do the task
at home.
3. Homework:
- Revise today’s lesson.
- Do all the exercises again.
- Prepare to do the test in the next period
Date of preparation:
PERIOD 89:
UNIT 15: HOBBIES
LESSON : READING
Date: 02/ 4/ 2011
Grade 11
Review and test preparation
Lesson 1: OMISSION OF RELATIVE PRONOUNS
I. Aim: At the end of the lesson, students will be able to know how to leave out relative
pronouns.
II.Language knowledge:
1.Grammar: Relative clauses, relative clauses
2.Vocabulary: words and phrases in the exercises
III.Techniques:
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’
activities
- T provides Ss
with some
examples.
- Ss study
carefully and
draw out the
rules then.
- Ss work in
pairs to do the
exercise.
- After Ss finish
their exercise, T
calls on some Ss
Content
1.Presentation: Omission of relative pronouns
* Examples:
The manager was away on holiday. I wanted to see him.
The manager (who / whom / that) I wanted to see was
away on holiday.
* Notes:
- We can leave out the pronoun when it stands for an object
pronoun of defining relative clauses, and there is no
preposition in front of it.
- Clauses without relative pronouns are very common in
informal English.
2. Practice:
* Exercise 1 Combine the two sentences into one, using
the relative clauses. Leave out the relative pronouns if
possible.
Example: Have you found the keys? You lost them.
Have you found the keys (which / that) you lost
1. I like the dress. Trang is wearing it.
……………………………………………………………
1.
The fish was really delicious. We had it for dinner.
……………………………………………………………
to write their
answers on the
board, and T
corrects then.
2.
We stayed at a hotel. Peter recommended it.
……………………………………………………………
3.
The film was interesting. I watched it on TV last night.
……………………………………………………………
4.
The flat was very old. My family used to live in it.
……………………………………………………………
5.
The birthday party was too noisy. We went to it.
……………………………………………………………
6.
Who was that boy? You was with him this morning.
……………………………………………………………
7.
I don’t like tie. John is wearing it.
……………………………………………………………
8.
The train was full of passengers and goods. We
travelled on it.
……………………………………………………………
9.
The church is 200 years old. Our class visited it.
……………………………………………………………
- After Ss finish
the exercise, T
calls on some Ss
read aloud their
answers
- T corrects Ss’
answers then.
* Exercise 2: Tick (√ ) the sentences in which the relative
pronouns can be omitted.
Example: √ Is this the car that the police are looking for?
___1. Everything that happened was my fault.
___2. Is there anything that I can do?
___3. The window that was broken has now been repaired.
___4. Where are the eggs that were in the fridge?
___5. The play that we saw last week was boring.
___6. The young man who I sat next to on the bus talked all
the time.
___7. Do you know the girl who Tom is talking to?
___8. Linda works for a company that makes computers.
___9. The book about the young girl who runs away from
home.
___10. He is getting on well with Mary, who he met last
month.
___11. That’s the company for which Lan is working.
___12. The man who helped me to finish that work was my
neighbour.
- T. sets
homework.
- Ss do the task
at home.
3. Homework:
Revise today’s lesson.
Do all the exercises again.
- Ss do exercise
2.
The 95th period
Date: 04/ 4/ 2011
Grade 11
Review and test preparation
Lesson 2: CLEFT SENTENCES
I. Aim: At the end of the lesson, students will be able to use cleft sentences properly.
II.Language knowledge:
1.Grammar: Cleft sentences
2.Vocabulary: words and phrases in the exercises
III.Techniques:
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’
activities
- T provides Ss
with some
examples.
- Ss study
carefully and
draw out the
rules then.
- Ss work in
pairs to do the
exercise.
- After Ss finish
Content
1.Presentation:
* Examples:
1. Freda phoned Jack last night. (simple sentence, no
emphasis)
- It was Freda who phoned Jack last night. (emphasis on
subject)
- It was Jack who(m) Freda phoned last night. (emphasis on
object)
- It was last night that Freda phoned Jack. (emphasis on adverb)
2. The boy hit the dog in the garden.
- Emphasis on object:
It was the dog that the boy hit in the garden. (active)
It was the dog that was hit by the boy in the garden. (passive)
* Notes:
We can use It was or It is ……that / who / whom …. to
emphasize the words or phrases functioning as a subject , an
object or an adverbial phrase.
* Exercise 1:
Rewrite the following sentences after a model, paying
attention to the subject focus of the sentence:
Example: - The man gave her the book.
It was the man who gave her the book.
1. The neighbour told them about it.
…………………………………………………………….
1. My friend came to see me late last night.
their exercise,
T calls on some
Ss to write
their answers
on the board,
and T corrects
then.
- Ss do exercise
2.
- After Ss finish
the exercise, T
calls on some
Ss read aloud
their answers
- T corrects Ss’
answers then.
- Ss do exercise
3.
- After Ss finish
the exercise, T
calls on some
Ss read aloud
their answers
- T corrects Ss’
answers then.
- T. sets
…………………………………………………………….
2. That boy scored the goal for his team.
…………………………………………………………….
3. The dog grabbed at the piece of meat and ran awy.
…………………………………………………………….
4. The strong wind blew the roof off.
…………………………………………………………….
* Exercise 2:
Rewrite the following sentences after a model, paying
attention to the object focus of the sentence:
Example: - The boy hit the dog in the garden.
It was the dog that the boy hit in the garden.
It was the dog that was hit by the boy in the
garden.
1. The woman answered the man rudely.
…………………………………………………………….
…………………………………………………………….
2. The boy played ping pong the whole afternoon.
…………………………………………………………….
…………………………………………………………….
3. The girl gave the boy a special gift on his birthday.
…………………………………………………………….
…………………………………………………………….
4. The police arrested the man at the railway station.
…………………………………………………………….
…………………………………………………………….
5. He borrowed the money from Linda.
…………………………………………………………….
…………………………………………………………….
* Exercise 3:
Rewrite the following sentences after a model, paying
attention to the adverbial focus of the sentence:
Example: - The boy hit the dog in the garden.
It was in the garden that the boy hitthe dog.
1. He bought the book from that corner shop.
…………………………………………………………….
2. He got married when he was 26.
…………………………………………………………….
3. Thay were having a barbecue in the park.
…………………………………………………………….
4. I met him on the way to school.
…………………………………………………………….
5. They often had parties on weekends.
…………………………………………………………….
3. Homework:
- Revise today’s lesson.
- Do all the exercises again.
- Prepare for the test in the next lesson
homework.
- Ss do the task
at home.
The 96th period
Date: 05/ 4/ 2011
Grade 11
Unit 15: space conquest
th
The 97 period
Date: 6/ 4/ 2011
Grade 11
Theme: space conquest
Unit 15
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- 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: sts can have a general idea of the lesson as well as enrich their
knowledge in the field of space and spacecraft; how human conquered the space.
- New words: words/ phrases related to space and spacecraft
3. Skills: Reading for general or specific information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Some photos of celebrations in the world
IV. Procedures:
Teacher’s activities
Students’ activities
Notes
Warmer
Discuss in pairs and
(Teacher prepares a answer the teacher’s
picture of a plane, a questions
spacecraft and an
astronaut)
Suggested answers:
T asks students to
- It’s a plane/ a
look at the pictures
spacecraft/
an
and answer the
astronaut.
questions:
- A person who flies
- What can you see
a plane is called a
in each picture?
pilot, and a person
- What do you call a
who
flies
a
person who flies a
spacecraft is called
plane/ a spaceship?
- Which job do you
prefer, a pilot or an
astronaut? Why?
( Based on sts’ answer,
teacher leads in the new
lesson)
- Pre- Reading
Activity 1:
-Ask sts to match the
names with the pictures in
the textbook. (page 166)
1. Pham Tuan
2. Neil Armstrong
3. Yuri Alekseyevich
Gagarin
Activity 2:
- Have sts work in pairs,
answers the questions in
the textbook based on the
names of people in
activity 1.
- Check sts’ answer and
supply the correct
information if necessary.
Activity 3:
- Teacher introduces some
new words
orbit (n)
weightlessness (n)
enormous (a)
uncertainty (n)
temperature (n)
occur (v)
- T has sts practise
reading the new words
While-Reading
T
plays
the
cassette
Task 1:
- Give instructions for
task 1.
- Ask sts to read the
passage silently to finish
an astronaut.
-
Answer orally
(Order of the pictures
from left to right: Neil
Armstrong, Yuri
Alekseyevich Gagarin,
Pham Tuan)
Answers to the questions
in textbook:
1. Yuri Alekseyevich
Gagarin
2. Neil Armstrong and
Buzz Aldrin
3. Pham Tuan
- Listen and take notes
Sts open books, listen to
the text and read in
silence.
- Read aloud their
answers.
Suggested answers:
task 1.
Paragraph 1: B the lift off
- Check orally & correct Paragraph 2: D A view on
if necessary.
Earth
Paragraph
3:
E
Uncertainties
Paragraph
4:
C
Congratulations
Paragraph 5: A The tragic
Task 2:
accident
- Ask sts to read the
passage again to answer Read silently and then
the question in pairs.
work in pairs.
- Teacher walks around to Give answers and take
give help if necessary.
notes.
- Check sts’ answers by Suggested answers:
asking some pairs of sts 1. He was 27 then.
give the questions and 2. He was in space for
answers
108 minutes.
3. They were what
would happen to a
human being in space
or how the body
would react to the
extreme changes in
temperature or how
the mind would deal
with
the
psychological
tension.
4. It was more than 17
000 miles per hour.
5. Because he died in a
plane crash on a
routine training flight
in March 1968.
6. After his death, his
hometown
of
Gzhatsk was renamed
Gagarin, and the
Cosmonaut Training
Center at Star City,
Russia, was given the
name of this national
Post-Reading
hero.
Ask sts to work in groups,
complete the summary of
1. in space Work in
the reading passage by
groups and do the
putting the words/ phrases
task.
in the box into the blanks Give answers
- Teacher walks around to Suggested answers:
give help if necessary
2. cosmonaut
- Check sts’ answers and
3. lasted
give bonus to the winners.
4. success
5. gravity
HOMEWORK:
6. view
7. impossible
- Learn the new
8. named after
words
- Read the passage
again
Learn the new words
- Prepare Part B:
Read the passage again
Speaking
Prepare
Part
B:
Speaking
The 98th Period
Date: 08/ 4/ 2011
Grade 11
Theme: space conquest
Unit 15
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to talk about possible
of events.
- _talk about historical events on the space conquest.
2. Knowledge:
- General knowledge: Students know how to talk about possible of events. talk about
historical events on the space conquest
- Language: making a conversation of a famous person
New words: Words/phrases relate to the process of launching its first manned apace craft
into space.
3. Skills: Speaking to describe appearances
II. Method: integrated, mainly communicative
III. Teaching aids: textbook, picture of the parts of the body
IV. Procedure:
Teacher’s activities
Students’ activities
Notes
Warn Up(5’)
Listen
Answer
close the book
_give some picture of
famous astronaut
_ask sts some questions
and answer
Question
1.Who Are They?
Pict 1:He’s Pham
2.What Are They?
Tuan_VietNamese
3What Are their
astronaut
nationalities?
2.He’s Yuri Gagarin
*Ask sts rearrange 6
Russian astronaut
picture with is name
3.Buzz Aldrin_American
Pict 1:He’s Pham
Astronaut.
Tuan_VietNamese
4.Yang Liwei_Chinese
astronaut
Austronaut
2.He’s Yuri Gagarin
5.John Glenn_An
Russian astronaut
American Astronaut
3.Buzz Aldrin_American 6..Valentina_Tereshkova
Astronaut.
4.Yang Liwei_Chinese
Austronaut
5.John Glenn_An
American Astronaut
6..Valentina_Tereshkova
_
Pre Speaking(8’)(task 1)
Listen and repeat
Work in pair
Ex:
S1:When did China laugh
first manned spacecraft
into space?
S2:On October 15/2003
S1:what is the name of
china’s first manned
spacecraft?
S2:It’s SjemZjou
S1:What is the name of
the astronaut?
S2;His name’s Yang Liuri
S1:How old was he when
he flow into space?
S2:38 years old.
S1:How important was
the successful flight to
China
S2:Make a milestone in
China’s space project
Now we study “Speaking
of Space conquest “.
_Has sts work in pair,
read the following piece
of news, then ask and
answer question(task 1).
_give some new words :
.manned, spacecraft.
.launch(v)
.milestone,
_Has sts made questions
with when, what, how
old, how important, how
many.
While speaking (22’)
_
Has sts talk about the
important events in space
exploration
_walks around the class,
offer ideas and comments
when sts need help.
_set model with students
Ex:
(1)T: when did Russia
launching its artificial
satellite?
1.S: on October 4,1957
2.S: sputnik
3.S: mask the beginning
of space age.
T: What is the name of
Russia’s first artificial.
T How important?
individual
Post speaking (8’)
Has some students come
form of the class and talk
about the important event
in the space conquest.
Homework (2’)
Prepare “ listening”
_ Rewrite “the important
event in the space
conquest.”
The 99th period
Prepare “ listening”
_ Rewrite “the important
event in the space
conquest.”
Date: 10/ 4/ 2011
Grade 11
Theme: space conquest
Unit 15
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: To help Ss practice listening about the 1st human moon landing.
- To relate the content with real life.
- Language: Use past simple
- New words: Words related to memorable experiences
3. Skills: Listening for specific information and comprehension questions
II. Method: Intergrated, mainly communicative
III. Teaching aid: Pictures, chalk, cassette tape
IV. Procedures:
Teacher’s activities
* Warm- up:
Students’ activities
- Close their book.
- Answer the questions in
Have students close their group.
books then ask some 1. Neil Armstrong & Buzz
questions to lead in
Aldrin.
st
4. Name the 1 men to
land on the moon.
2. American.
5. His nationality.
3. 20 July 1989
6. When
* Before you listen
- Work in pairs.
- Share as.
- Have students work in
1d – 2a – 3c – 4e – 5b
pairs to match the picture - Practice reading.
with the caption.
- Take notes
- Have students read a
loud the words correct.
- Supply the stress (or
pronunciation) and the
meaning
. - Listen.
* While you listen:
- Read the statements.
Task 1
- Explain the situation.
- Take notes.
- Have students read
Notes
through the statements
quickly.
- Supply the meaning of
some words (in need).
- Play the tape thrice, for
the last time, have a pause
after each sentence.
- Play the tape again (in
need) to confirm the
answer.
Task 2
- Ask students have a look
at the questions.
- Have students listen to
the tape again for 3 times
(with a pause
* After you listen:
- Have students work in
group to discuss the
questions.
- Go round the class to
help students
(In need).
- Call some students to
give answer
Homework
Prepare Unit 15 –
Language focus
ise answer
The 100th period
Date: 12/ 4/ 2011
Grade 11
- Listen twice.
- Give answer after 3rd
times
1F – 2F – 3F – 4F – 5T
- Listen again.
- Read the questions.
- Listen to the tape.
- Work in groups to give
answers.
- Share answers & take
notes.
1. NASA’s Apollo
Program.
2. On 16 July 1969.
3. Controlling the oxygen
- Work in groups.
- Ask some difficult
words.
- Share answer & take
notes.
1. Some reason:
- adventure
- find out another life
outside the earth.
- precious material.
- other place for human
beings.
2. The three things are:
- camera.
- water / food.
- tent.
Prepare Unit 15 –
Language focus
ise answer
Theme: space conquest
Unit 15
Writing
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, Students can get to know the
content and structure of one’s person biography.
Students can write the biography of one identified person, based on the given
information.
2. Knowledge:
- General knowledge: Students learn about the content and structure of a
biography of a person.
- Language: The Simple Past Tense and Simple Present Tense
3. Skills: Writing a biography
II. Method: Interagrated, mainly communicative
III. Teaching aids: Chalk, textbook
IV. Procedures:
Teacher’s activities
Students’ activities
Notes
Warm up(3 minutes)
Show a short
work in groups
video clip
of four
/picture about
suggested
Neil Armstrong
answers:
and ask students
- He is Neil
some questions
Armstrong
about him:
- He is an astronaut
- Who is he?
- He is American
- What does he do?
- In 1969
- Is he Russian or
American?
- When did he walk on the
moon?
Pre -writing (12
Work in groups
minutes)
- Brainstorming for
-Divide sts into four
needed words/phrases to
groups, ask one from each
write one’s biography
group to the board to write
- Suggested answers: job,
down information we
address, hometown,
need to write one’s
career, place of birth, date
biography. Others in the
of birth, quote, marital
same group can help by
status, family,
shouting the needed words
education…
or phrases.
- Give feedback and
marks to the group with
correct information.
- Choose five
words/phrases and explain
the meanings (if
necessary): career, place
of birth, date of birth,
quote,
Whilewriting(20minutes)
Task 1:
-Ask sts to read the
information about Neil
Armstrong, the first
human to set foot on the
moon, then put each of the
headings in the box in the
appropriate blank.
- Show some pictures
relating to the career of
Neil Armstrong: NASA,
the moon, space shuttle,
United States Navy.
- Explain the meaning of
some difficult words:
resign, appoint, vice
chairman, committee,
investigate, disaster, leap)
-Work individually, then
check with their partners.
-Take notes on difficult
words.
- Suggested answers:
1. Birth
2. Place of Birth
3. Known as
4. Career
5. Quote
- Students works in
groups and write the
biography on a piece of
paper card
- Suggested answers:
Neil Armstrong is an
American astronaut. He is
known as the first person
TASK 2
to walk on the moon. He
- Teacher divides students was born on August 5th,
into
1930 in Wapakoneta in
groups of four.
Ohio. From 1949 to 1952,
- asks sts to write a
he worked as a pilot in the
biography of Neil
United
States
Navy.
Armstrong from the
Armstrong received his
information given in task B.S
from
Purdue
1
University in 1955. He
- Ask sts to pay attention
joined
the
NASA
to these points:
astronaut program in
+ prepositions: at-on-in1962. Neil Armstrong
from-to-with
became the first human to
+articles: a-an-the
step on the moon’s
+ words/phrases used to
surface on July 20th, 1969.
write biography: be
known as- work as- resign
from+ Simple past tense
+Simple present tense
- move around to
supervise and give help
when necessary
Post writing (10
minutes)
He was joined by Buzz
Aldrin forty minutes later.
Armstrong and Aldrin
spent two and a haft hour
on the moon’s surface.
Armstrong received his
M.S from the University
of Southern California.
He resigned from NASA
a year later and from 1971
to 1979, he taught at the
- ask sts to exchange their University of Cincinnati.
paper card to correct
In 1986 Armstrong was
- ask one group to show
appointed vice chairman
their biography on the
of the committee that
board.
investigated
the
- Give comment and
Challenger
shuttle
correct in front of other
disaster. He is also wellstudents, ask them to pay known for what he said
attention to some basic
when he stepped on the
grammatical mistakes
moon’s surface:” That’s
one small step for man,
one giant leap for
mankind”
- Students pick out the
mistakes then correct
them.
- show their biography on
the board
Homework
Ask sts to write their own
biography
write their own biography
The 101st period
Date: 14/ 4/ 2011
Grade 11
Theme: space conquest
Unit 15
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
- Distinguish the sounds /nt /, /nd/ /nθ /, /ns/ and /nz/
- Pronounce the words and sentences containing these sounds correctly
- how to use could/be able to and tag questions
2. Knowledge:
- General knowledge: Students know how to distinguish sounds nt /, /nd/ /nθ /, /ns/
and /nz/and use some structures with or without “to” infinitive
- New words: Words related to pronunciation nt /, /nd/ /nθ /, /ns/ and /nz/
3. Skills: : Pronounce the sound nt /, /nd/ /nθ /, /ns/ and /nz/ correctly
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, textbook
IV. Procedure:
Teacher’s activities
Students’ activities
Notes
Pronunciation:
(15 - Listen to the tape
minutes)
carefully
Has students listen
and repeat the sounds nt /,
/nd/ /nθ /, /ns/ and /nz
- Practise reading
- Asks students to practice
reading
the
sentences
provided
Grammar
and
vocabulary: (28 minut
Could, was/were able to
1.1. Could:
Ex1: My grandfather was
very clever. He could speak
five languages.
Ex2: We were totally free.
We could do whatever we
wanted.
1.2. Was/were able to:
Ex: A girl fell into the river,
but fortunately we were
able to rescue her.
COULD NOT or
WAS/WERE NOT ABLE
TO.
Ex: My father couldn’t
swim. (=My father wasn’t
able to swim.)
COULD :kh¶ n¨ng nãi
chung
WAS/WERE ABLE TO
;kh¶ n¨ng cô thÓ
2) Tag questions
Ex1: You are a student,
aren’t you?
Ex2: The film wasn’t very
interesting, was it?
Ex3: Mary does a lot of
homework every day,
doesn’t she?
Ex4: John didn’t go to
school yesterday, did he?
Ex5: We have seen this film
twice, haven’t we?
Ex5: They can swim very
fast, can’t they?
Exercise 1
- Asks students to do
exercise 1 in pairs
- Checks and gives correct
answers
- Work in pairs
Key:
Exercise 1
1. couldn’t/ wasn’t able
to 4. was able to
2. was able to 5. could/
was able to
3. could/ was able to 6.
couldn’t/ wasn’t able to
Exercise 2
Exercise 2
1. It’s (very) expensive,
isn’t it?
- Asks students to do 2. The film was great,
exercise 2 in pairs
wasn’t it?
- Checks and gives correct 3. She has/ She has got/
answers
She’s got a lovely voice,
doesn’t she? Or She has a
lovely voice,
doesn’t she?
4. It doesn’t look very
good, doesn’t it?
5. You’ve had your hair
cut, haven’t you?
Exercise 3
Exercise 3
1. doesn’t she 4. didn’t
- Asks students to do
exercise 3 in pairs
- Checks and gives correct
answers
we 6. can’t you
2. haven’t you 5. won’t
we 7. mustn’t it
3. wasn’t it
- Write down exercise 1,
Homework: (2 minutes)
2, 3
- Write down exercise 1, 2, - Prepare to repair test 45
3
minutes
- Prepare to repair test 45
minutes
UNIT 16: THE WONDER OF THE WORLD
The 102th period
Date: 18/ 4/ 2011
Grade 11
Theme: THE WONDER OF THE WORLD
Unit 16
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
- develop such reading micro-skills as scanning for specific ideas, skimming for
general information, and guessing meaning in context
- Use the information they have read to discuss the topic
2. Knowledge:
- General knowledge: reading to find the sentences that show facts and the ones that
describe opinions
- Language: Sentences and expression for expressing topic
- New words: Words related to topic
3. Skills: Guessing meaning in context, understanding and using new words by speaking,
asking and answering
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, textbook, handouts
IV. Procedure:
Teacher’s activities
Students’ activities
Notes
Warm- up(3’)
Get students to look at the
pictures in the book and
to answer some questions.
+What are they?
+Where are they?
+When were they built?
+Why were they built?
+How were they built?
+Who built them?
- Lead students to the
topic of the reading:
The wonders of the
world.
Pre- reading(10’)
Present key words and
structures in different
ways .
+wonder(n)
-> wonderful (a)
+pyramid (n)
+pharaoh (n)
+tomb (n)
+burial chamber
+surpass (v)
- Look at the pictures
and discuss
-Listen and pay attention
to the teacher.
Brainstorm to give ideas
about the meanings of the
words, listen and note
down
+spiral ramp
+weight arm
+proceed (v)
+enclose (v)
+The great Pyramid Is
believed to have
+It has been suggested
that….
Introduce the content of
the reading and ask
students to read through
the text silently to get
general comprehension
(teacher goes around the
class to help students if
necessary
- Listen and read
While- reading(20’)
. Task 1
-Explain the way to do
task 1.
-Ask students to read the
text again to locate the
new words given and
know their meanings in
context, then fill them in
the blanks.
-Let some students give
their answers together
with reasons and correct
them.
b. Task 2
-Require students to read
through the questions in
the book to understand
them
Make students silently
read the text again to
answer the questions
-Get students to work in
pairs to practice asking
- Fill in each blank with a
suitable word from the
box.
1. unknown
2.wonder
3. ramp
4.
chamber
5. mysterious 6. spiral
-Some give answers,
some give remarks and
the others listen.
-Read and make sure to
understand the questions.
-Scan the story and
answer the questions.
-Do as they were told
-Give feedback, listen,
and answering the
questions orally.
-Ask some students to
give their answers and
other students to remark
these answers. Finally
teacher corrects them
Post- reading(10’)
c. Task 3.
-Instruct students to do
task 3
-Require students to do
task 3
-Teacher correct students’
answer.
-Ask students to look at
the examples and explain
them.
-Get students to work in
groups to find the
sentences that show facts
and the ones that describe
opinions.
-Call the representative of
each group to report the
result to the class and give
feedback.
Home work
-Require students to write
a paragraph (100 words)
about what they have just
discussed.
discuss, and take notes.
- Listen
-Scan the text and say
what the words given in
the book refer to
-Listen and take notes.
.
- Do as asked.
-Some report and the
others listen and give
remarks.
-Listen and note down
write a paragraph (100
words) about what they
have just discussed.
The 103rd Period
Date: 21/ 4/ 2011
Grade 11
Theme: THE WONDER OF THE WORLD
Unit 16
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of the lesson, Students should give their explanation of
an event or introduce a cultural heritage site.
2. Knowledge:
- General knowledge: learn about the historical or cultural events - Language: making a
conversation of a famous person
- New words: Sentences and expressions for making suggestions about events
3. Skills: Speaking Fluency in expressing opinions and makingsuggestions about events
II. Method: integrated, mainly communicative
III. Teaching aids: textbook, picture
IV. Procedure:
Teacher’s activities
Students’ activities
Notes
*warm up:
-Sts’ answers :
1.The great Pyramid
T pepare a handout with
2.Colosseum
some atatements about the 3.Taj mahal
wonders of the world .and
asl Ss to give the name
Before you speak
T introduce some
wonders of the world
While you speak
Task 1:
T itroduces the task and
goes over the sentences
with the class.T explains
some words if necessary.
Ask Ss to do the task in
pairs.T goes aroungd the
class to offer help
Call on some Ss to
present their answers and
asks others comment
T gives his definitions
+A fact is something that
can be proven to be true
,to exist,or to have
happened by evidence
+An opinion is the view
somebody takes about an
issue ,especially when it
is based solely on
Listen to the teacher and
do the task
Give answer
Facts:sentence 2,3,4
Opinion:sentence 1,5,6,7
personal judgment.
Task 2;
Put Ss in pairs and gets
them to tell each other
about some facts and
opinions of the Great
Pyramid of Giza based on
the information in task 2.
T goes around to chck and
offer help
Call on some pairs to
preform in front of the
classgive feedback.
Task 3:
T introduce the task and
ask Ss to work in group to
discusspossible answers
to give questions
Ask them to read the
useful language and the
examples on page 182.
T goes round and offer
help
Ask Ss to present their
opinions and other groups
to share their
Home work :
Prepare part C;listening
Work in pairs and do task
2
Give the answers
Work in pairs and do task
3
Give the answers
Prepare part C;listening
The 104th period
Date: 22/ 4/ 2011
Grade 11
Theme: THE WONDER OF THE WORLD
Unit 16
Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- Develop listening skills as intensive listening for specific
information
- Taking notes while listening
2. Knowledge:
- General knowledge: Students know how to do T/F statements and listen for specific
information
- New words: Words related to describing Great Wall of China
3. Skills: Listening for specific information
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player
IV. Procedure:
Teacher’s activities
Students’ activities
Warm up(3’)
- T shows some pictures of the
wonders of the world and ask sts Listen and talk
to talk about name , location of
these wonders
Pre-listening(10’)
-Ask sts to look at the picture and
answer the questions
1. What can you see in the picture
?
2. Where do you think it is ?
3. When do you think it was
built?
-Introduce to sts that they will
listen to a passage about the
Great Wall of China
-Pre-teach some new words
+ man –made wonder
+ magnificence and significance
+ World Heritage
+ UNESCO
+Ming Dynasty
+ ancient
+ stone roadway
+ Beijing
- Look at the picture and
answer the questions
-The Great Wall
-In China
-During the Ming Dynasty
-Listen and take notes
While-listening(20’)
Task 1
-Explain task1 and ask sts to read
sentences in Task 1 carefully
-Play the tape twice and ask sts to -Read the sentences
do the task
carefully
Notes
-Ask sts to exchange their
answers with their friends
-Give feedback
1.the moon; 2. 1987; .3.the Ming
Dynasty; 4.200; 5. 200B.C; 6.
6,000km; 7. 11 metres; 8. stones
Task 2
-Explain task 2 and ask sts to
read the questions carefully
-Play the tape twice and ask sts to
do the task
-Ask sts to exchange their
answers with their friends
-Play the tape one more time and
ask sts to check the answers
-Call one st asks and the other
answers loudly
-Give feedback
1. The ancient Chinese started to
build the Great Wall in 1368.
2. Five provinces
3. Because it can be seen from
the moon
4. The part in the northwest of
Beijing is the best choice for visit
because it is still in its original
state
-Listen to the tape and fill
in the missing information
-Compare their answers
with a partner
-Read the questions
-Listen to the tape and
answer the questions
-Compare their answers
with a partner
-Listen again and check the
answer
-Ask and answer the
question
Post-listening(10’)
Divide sts into group of 4 and ask
sts to tell their partners why the
Great Wall is considered one of
-Do as directed
the greatest wonders in the world
and how it was built
-Call some sts to present their
talks to the whole class
-Present their ideas to the
-Give remarks
class
-Listen
Homework(2’)
-Write a short passage about the
Great Wall
Write a short passage about
the Great Wall
The 105th period
Date: 23/ 4/ 2011
Grade 11
Theme: THE WONDER OF THE WORLD
Unit 16
Writing
Time 45 minutes
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
- Write about a friend by using the words they’ve learnt in previous lesson
- Make a layout for a writing
2. General knowledge: Sts learn about the way to describe a place.
- New words: Ajectives and verb forms often used in desription of a historical place.
3. Skills: Writing a paragraph about a friend
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, textbook, hand-outs
IV. Procedure:
Teacher’s activities
Students’ activities
warm up: (7)
Sts do the task :
Suggested answers :
T: answer T’s questions:
1. yes………….
1.do you know Nha trang
2. It is small town ………
2. How is it ?
3. It is famous for a big
3. What is it famous for
church…,Cham
towers,Bamboo Island….
- Sts sit in pairs,
Before you write:(10’)
T sets the scene :you are going to
write a report on a visit to the
Ponagar Cham Towers in Nha
Trang.
T gets Ss to read the given
information on page 184 and
answer the questions
1.How many parts are there in the
report?
2.what kind of information is
included in each part/
T calls on some Ss to answer
1.The
report
has
3
parts:brief
introduction,details,and
summary of the visit.
2.The introduction includes
the general information
about the place.
In the details part ,we
describe
the
special
features of the place in
detail
In the last part ,we wrire
how long our visit last and
our feelings about the trip
While you write(17)
Practise writing
T gets Ss to read the given
information again and write their
reports in 15 minutes
T goes around to offer help.
After you write(8’)
T asks Ss to exchange their Take note
Notes
writing with another students for
peer correction.
T goes around and collects
mistake and errors
T provide correction
revise
their
reports
according to their peer’s
Home work (3’)
sugeestions and submit for
Asks Ss to revise their reports making in the next lesson
according
to
their
peer’s
sugeestions and submit for
making in the next lesson
The 106th period
Date: 24/ 4/ 2011
Grade 11
Theme: THE WONDER OF THE WORLD
Unit 16
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- Students practise how to pronounce of 4 ending sounds /ft/, /vd/, /fs/
and /vz/ .
- Students learn how to use the structures with verb of reporting:
1. It is said that ………….
2. He is said ……………..
3. People say that ……….
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: ending sounds /ft/, /vd/, /fs/ and /vz/ .
- Grammar:
1. It is said that ………….
2. He is said ……………..
3. People say that ……….
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbooks, cassette tape
IV. Procedures:
Teacher’s activities
Students’ activities
Warm-up
Ss close their books
- T uses some pictures and asks Ss: Ss look and answer:
Look at the pictures and tell what
1.gift
3. roofs
they are.
2.saved
4. scarves
(expected)
P.1
P.2
P.3
P.4
Ss write the sounds on the
board.
- T has Ss read the words and guess /ft/, /vd/, / fs/ and / vz/
what ending sounds they are going (expected)
to learn today.
- T introduces the new lesson.
Pronunciation
Ss listen and repeat
Presentation
- T reads the sounds loudly.
Practice
Task 1
- T introduces and asks Ss to
practise reading the words
containing these sounds.
/ft/
/vd/
/fs/
/vz/
Gift
arrived
coughs
behaves
Lift
loved
laughs
loves
Soft
moved
roofs
arrives
- T has Ss do exercises.
T gives handouts for Ss.
Ss listen and repeat.
Ss listen and decide if the
words belonging to what
sounds.
Notes
Handout:
Listen carefully and make a cross
Answers:
(x) at the sound you hear
/ft/ /vd/
/ft/
/vd/
/fs/
/vz/
1.
1.
x
2.
2.
3.
3.
4.
4.
x
5.
5.
6.
6.
x
7.
7.
8.
8.
x
- T reads aloud the words:
1. left
6. loved
2. photographs
7. thieves
3. caves
8.
spacecraft
4. proved
9. coughs
5. knives
10. swift
- T checks in front of class.
- T conducts the correction.
Production
Task 2
- T has Ss practise reading these
sentences and pick out the words
containing these sounds.
1. They are not on the roofs now.
They’ve been moved to the ground.
Use the lift. I’ll ring to say
you’ve arrived.
2. I think he’s improved. Still
coughs but laughs a lot, of course.
3. We have plenty of laughs. We
miss him when he leaves.
4. He loves a nurse. Her name’s
Soft. He wants me to bring her this
gift.
5. He brought me a gift when he
arrived.
- T conducts the correction.
- T gives an example on the board
Grammar and Vocabulary
Presentation
/fs/
/vz/
x
x
x
x
Rewrite this sentence beginning
with the word provided.
Eg: It is said that this house was
built 100 years ago.
This
house……………………………
- T asks one student to answer the
sentence on the board .
- - T corrects the mistakes and
explains
Exercise 1:
- T has Ss do exercise 1 ( page
185).
- T walks around the class, offers
ideas and comments when Ss need
help.
- Then T calls some Ss to give their
answers on the board.
- T conducts the correction and
explains.
• If the verbs of the main
clause and the subordinate
clause are same tenses, use
To-inf.
• If the verbs of the main
clause and the subordinate
clause are different tenses
(for example,M.C in
present and S.C in past or
perfect tenses), use To
have + PP
Exercise 2:
Setting situation:
Eg: People believe that 13 is an
unlucky
number.
13 is believed to be an unlucky
number.
T has Ss do exercise 2 (page 186
Ss read the sentences
carefully and give answers
to
ex.1.
Ss give answers individually
and then check in pairs.
Answers:
1. Many people are said to
be homeless after the floods.
2. The prison is thought to
have escaped by climbing…
3. He is believed to have
driven through the town
at…
4. Two people are reported
to have been seriously
injured…
5. Three men are said to
have been arrested after …
6. The strike is expected to
begin tomorrow.
7. He is said to speak
English very well.
(expected)
Ss give answers individually
and then check in pairs.
Answers:
1. He is thought to eat …
2. The wanted man is
believed to be living in New
- T walks around the class, offers
ideas and comments when Ss need
help.
- Then T calls some Ss to give their
answers on the board.
- T conducts the correction and
explains.
- After practising two exercises, T
asks Ss to summarize how to
change the structures with verb of
reporting.
- T’s comments.
More Exercise:
Rewrite the following sentences:
1. They say that John is the
brightest student in class.
It is said……………………
John is said …………………
2. They think that he has died a
natural death.
It is thought …………………
He is thought
……………………
3.They declared that she won the
competition.
It was declared
……………………
She was declared ………………
T calls some Ss to give their
answers on the board.
T conducts the correction.
- Homework
Do exercises in the work book
York.
3. He is known to be very
rich.
4. The film is supposed to
be ..
5. Many people are thought
to have been killed …
6. About a million puppies
are thought to be born each
year.
7. The factories are said to
be..
8. Those dogs are said to
be…
Summary
1. S + V that S + V + O
It is +PP that S +V + O
2. S + be PP + to-inf.
S+be PP + to have PP.
Ss do them.
Ss take note.
Do exercises in the work
book
test YOURSELF F
th
The 107 period
Date: 25/ 4/ 2009
Grade 11
Theme: test YOURSELF F
Time: 45 minutes
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 two units:
15 and16.
- 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
II. Method: Integrated, mainly communicative
III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:
Teacher’s activities
Warm-up: (5 minutes)
- Greeting
- Ask students something about the test
yourself F
* 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
- Ask students to listen to the tape
once.
- Ask students to listen again and
complete the sentences .
- 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.
- Keys: In the teacher’s book.
II. Reading (2.5 points) (10 minutes)
- Present the task:
- Ask pupils to work in groups to
answers the questions.
- Give the correct answers to the class:
- Keys: In the teacher’s book
III. Grammar(2.5 points) (8 minutes)
- Present the task:
a/ Ask students to listen and put a tick
in the right box.
- Keys: 1. rent, 2. tenth,
- 3. lives, 4. loves.
b/ Give the correct form of verbs.
Keys: 1. isn’t it, 2. didn’t he
c/ Rewrite the sentences …..
1/ Jane is thought to be rich.
Students’ activities
- Greeting
Answer
questions
teacher’s
- Look at the book and
listen to the task
- understand the task
- Read the questions
- Listen to the tape
- Listen again and say the
right sentences.
- Listen and discuss in
groups to find the correct
answers:
- Keys: 1. T, 2. F, 3. F,
4. T, 5. T.
- Look at the textbook
and listen to the teacher
- Work in groups to
discuss about the passage
- Finish the task
- Compare their results
with the other groups.
- Write the answers on
the board.
- Listen to the teacher and
correct the answers.
- Listen to the teacher
- Work in groups
- Compare the results
with the other groups
- Show the answers in
front of the class.
- Observe the keys and
Notes
2/ She is said to have won a special correct their answers.
prize.
3/ He is said to know five foreign
languages.
4/ The thief is thought to have got in
through the kitchen windown.
IV. Writing (7 minutes)
- Present the task:
- Call the students to read the suggested - Students work in groups
sentences in front of the class.
and practise writing.
- Two students go to the
board and write.
- Check their writings and help - Give the writings by
them correct the mistakes if reading aloud.
they’ve made.
- Read the writing
carefully.
- In groups or in pairs.
- Compare the results
Homework (5 minutes)
with the other groups
- Ask students:
- Correct mistakes
+ to study all the lessons again
+ to get ready to review all the units
Study all the lessons
of grade 11
again
- Get ready to review all
the units of grade 11
th
The 108 period
Date: 26/ 4/ 2011
Grade 11
Review and test preparation
Lesson 1: RELATIVE CLAUSES
I. Aim: At the end of the lesson, students will be able to use relative clauses properly.
II.Language knowledge:
1.Grammar: Relative clauses
2.Vocabulary: words and phrases in the exercises
III.Techniques:
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’
activities
Content
10.Exercise 1:
- Ss work in pairs
Combine the sentences into one single sentence using
relative clauses:
to do the
exercise.
1. The taxi driver was friendly. He took me to the airport.
……………………………………………………………
2. I must thank the people. I got a present from them.
……………………………………………………………
3. The town is small. I grew up there.
- After Ss finish
their exercise, T
calls on some Ss
to write their
answers on the
board, and T
corrects then.
……………………………………………………………
4. That is the drawer. I keep the jewelry there.
……………………………………………………………
5. The woman pays me a fair salary. I work for her.
……………………………………………………………
6. My flat is in an old part of the city. It was built in the 1920s.
……………………………………………………………
7. The traffic is very noisy. It passes my flat.
……………………………………………………………
8. The local market sells excellent local produce. It is a twominute walk from my flat.
……………………………………………………………
9. We went to Sandra’s party. We enjoyed it very much.
……………………………………………………………
10. John is one of my closest friends. I have known him for a
very long time.
……………………………………………………………
11. The book is about a girl. She runs away from home.
……………………………………………………………
12. A new stadium will be opened next month. It can hold 90,000
people.
……………………………………………………………
13. Alaska is the largest state in the United States. My brother
lives there.
……………………………………………………………
14. My wife and I are really enjoying the TV set. We bought it
for ourselves last week.
……………………………………………………………
15. Yesterday, Anna rescued a bird. The cat had brought it into
the house.
……………………………………………………………
- T. sets
homework.
- Ss do the task at
home.
2. Homework:
- Revise today’s lesson.
- Do all the exercises again.
The 109th period
Date: 27/ 4/ 2011
Grade 11
Review and test preparation
Lesson 2: PAIRED CONJUNTIONS
BOTH …AND, EITHER…OR, NEITHER …NOR, NOT ONLY…BUT ALSO
I. Aim: At the end of the lesson, students will be able to know use paired conjuntions:
both …and, either …or, neither …nor, not only…but …also properly.
II.Language knowledge:
1.Grammar: paired conjuntions: both …and, either …or, neither …nor, not only…but …
also
2.Vocabulary: words and phrases in the exercises
III.Techniques:
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’
activities
- T provides Ss
Content
1.Presentation:
A. Examples:
1. Both my mother and my sister are here.
with some
examples.
- Ss study
carefully and
draw out the
rules then.
2. Not only my mother but also my sister is here.
3. Not only my sister but also my parents are here.
4. Either my father or my mother comes here.
5. Neither my parents nor my sister is here.
6. Neither my sister nor my parents are here.
* Notes:
- Two subjects connected by both …and take a plural verb.
- When two subjects are connected by not only……but
also, either …… or, neither ……nor, the subject that is
closer to the verb determines whether the verb is singular or
plural.
B. Examples:
(1) The research project will take both time and money.
(2) Yesterday not only rained but (also) snowed.
(3) I’ll take either chemistry or physics next quarter.
(4) That book is either interesting nor accurate.
* Notes: Notice the parallel structure in the examples. The
same grammatical form should follow each word of the
pair.
- In (1): both + noun + and + noun
- In (2): not only + verb + but also + verb
- In (3): either + noun + or + noun
- In (4): neither + adj + nor + adj
2. Exercises:
- Ss work in
pairs to do the
exercise.
- After Ss finish
their exercise, T
calls on some Ss
to write their
answers on the
board, and T
corrects then.
- Ss work in
pairs to do the
exercise.
* Exercise 1: Supply is or are in the following:
1. Both the teacher and the student ………..here.
2. Neither the teacher nor the student …………here.
3. Not only the teacher or the student ………….here.
4. Not only the teacher but also the student ……………
here.
5. Either the students or the teacher …………planning to
come.
6. Either the teacher or the students …………planning to
come.
* Exercise 2: Combine the following into sentences that
contain parallel structure. Use appropriate paired
conjunctions: both …and, not only…but also, either …or,
neither …nor:
1. He does not have a pen. He does not have paper.
- After Ss finish
their exercise, T
calls on some Ss
to write their
answers on the
board, and T
corrects then.
- T. sets
homework.
- Ss do the task
at home.
The 110th period
Date: 28/ 4/ 2011
Grade 11
…………………………………………………………..
1. Ron enjoys horseback riding. Bob enjoys horseback
riding.
…………………………………………………………..
2. Arthur is not in class today. Ricardo is not in class
today.
…………………………………………………………..
3. Arhtur is absent. Ricardo is absent.
…………………………………………………………..
4. We can fix dinner for them here, or we can take them to
a restaurant.
…………………………………………………………..
5. She wants to buy a Ford, or she wants to buy a Toyota.
…………………………………………………………..
6. We could fly or we could take the train.
…………………………………………………………..
7. The library does not have the book I need. The
bookstore does not have the book I need.
…………………………………………………………..
8. Coal is an irreplaceable natural resource. Oil is an
irreplaceable natural resource.
…………………………………………………………..
9. Her roommates do not know where she she is. Her
brother does not know where she she is.
…………………………………………………………..
3. Homework:
- Revise today’s lesson.
- Do all the exercises again.
- Prepare to do the second term test
THE second TERM TEST
(TIME: 45 MINNUTES)
[...]... guessing meaning in context - Use the information they have read to discuss the story II Methods: Intergrated, mainly communicative III Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs IV Procedures: 1 Organization : Class Attendances Teaching date Absentees 2 Check old lesson(5mins): Do exercises 3 New lesson: Stage Warm up 4 (4mins) Teacher’s activities Warm-up: (4 minutes)... simple, structure with “Make” -Use these structures to talk about a past experience and how it affects their life II Methods: Intergrated, mainly communicative III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs IV Procedures: 1 Organization : Class Attendances Teaching date Absentees 2 Check old lesson(5mins): Write new words, read and translate the pasage into Vietnamese 3 New lesson:... personal letter to describe a past experience 5 Homework(1min): - Ask students to write a personal letter - Ask students to prepare for new lesson: Language focus Date of preparation: 6th Sept, 2014 Period 11: Unit 2: Personal Experiences Lesson 5: Language focus I Objectives: By the end of this lesson, Students will able to: - Know how to pronounce the sounds /m/, /n/ and /η/ and distinguish these sounds... -Check with the whole class and provides corrective feedback -Do as required: Expected answers: 1, invites 2, sets 3, gets 4, waves 5, promises 6, carries 7, contains 8, has baked 9, is 10, is shining 11, are singing 12, is -Do as required Expected answers: 1, broke/was playing 2, wrote/was 3, was working/broke 4, started/were walking 5, told/were having 6, didn’t listen/was thinking -Do as required... individually to do the task - Give answer: 1 at my house 2 to come 3 refreshments 4 to cook 5 winners 6 by Monday - Write the letter * Sample writing Doan Hung District PhuThoProvince 12thSeptember, 2 011 Dear Lan, How are things getting on with you? I am fine here Since your family moved to Hai Phong, things are not the same here I really enjoyed the things we did together Anyhow, the holidays are about ... for the next lesson: Unit 4: Speaking The 20th period Date of teaching: 27/ 8/ 2 011 English written test Class: 11 time: 45 minutes I Choose the best answer 1.If you are invited fo someones house... life II Methods: Intergrated, mainly communicative III Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs IV Procedures: Organization : Class Attendances Teaching date Absentees... Ask students to prepare for new lesson: Language focus Date of preparation: 6th Sept, 2014 Period 11: Unit 2: Personal Experiences Lesson 5: Language focus I Objectives: By the end of this lesson,
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Xem thêm: GIÁO án ANH 11 cơ bản cả năm mới NHẤT, GIÁO án ANH 11 cơ bản cả năm mới NHẤT, III. Choose the best answer, II. Teaching method: Integrated, mainly communicative, Consolidation (1 min) - The main points of the lesson.