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Giao an tu chon- ting Anh lp 11 c ban

Trng THPT c Tn

Nm hoc 2011-2012

Period 1

REVISION
Teachers activities Studentsacttivities Listen and answers

I. Objectives Helping Ss remember some structures and tenses that they have learned. II. Teaching aids: Handout III. Procedure 1. Warm-up -T asks some questions: Do you like learning English? Why do you learn English? How many tenses have you learned? What are they? 2. Tenses a. Presentation
1. The simple present (Hin ti n) * TOBE * Vthng (+) S + is / am / are (+) S + Vo / V-s or es (-) S + isnt / am (-) S + dont / doesnt+Vo not / arent (?) Do / Does + S + Vo ? (?) Is / Are + S +.? Adverbs: usually, often, always, sometimes, seldom, rarely, every day / month / year, now 2. The simple past (Qa kh n) * TOBE: * Vthng: (+) S + was / were (+) S + V2 / ed (-) S+wasnt/werent (-) S + didnt + Vo (?) Was / Were + S (?) Did + S + Vo ? + .? Adverbs: yesterday, last month / year / week, ago, in +year(in 2000) 3.The present continuous (Th hin ti tip din) (+) S + is/am/are + V-ing (-) S + isnt / am not / arent + V-ing (?) Is / Are + S+ V-ing? Adverbs: at the moment,at present, now, just now, right now, to day, this week / month / year,, these days 4. The past continuous (Th qu kh tip din) (+) S + was / were + V-ing (-) S + wasnt / werent + V-ing (?) Was / were + S+ V-ing? Adverbs: (trong qu kh) at that time, at this time last week / month / year, at 4 oclock yesterday, between 3.30 and 4.30,when, as, while, in the summer, during the summer, all day / week / year, 5. The present perfect (Th hin ti hon thnh) (+) S + has / have + V 3 / ed (-) S + hasnt / havent + V3 / ed (?) Has / Have + S+ V3 / ed? Adverbs: just, ever, never, lately, recently, already, so

-Remind their forms and usages


She is a student He often gets up early

She went to the party yesterday. She didnt go to the party yesterday. Did she go to the party yesterday?

He is reading a book about life in African countries

-When I was having breakfast, the phone suddenly rang. -He was watching TV at 9p.m last night. -While I was doing my homework, my sister was cooking dinner.

- We have lived in this city for 20 years. We love this


city very much. -I have read Gone with the wind twice. - I havent found the key. I cant enter the house.

Giao vin: Nguyn Thi Xun Hng

Giao an tu chon- ting Anh lp 11 c ban

Trng THPT c Tn

Nm hoc 2011-2012

far, up to now, yet (notyet), since, for, many times, the first / time 6. The Past perfect (Th qu kh hon thnh) (+) S + had + V3 /ed (-) S + hadnt + V3 / ed (?) Had + S + V3 / ed? Adverbs: Before, after, when, by the time, cc trng t th HTHT 7. The simple future (Th tng lai) (+) S + will / shall + V infinitive (-) S + will not / shall not + V infinitive (?) Will / Shall + S + V infinitive? Adverbs: tomorrow, soon, next week / month / year, , in the future, in 2011, - Ask Ss to remind their forms, usages and give some examples - Comment and remind if necessary. b. Practice - T gives some exercises and ask Ss to do *Give the correct tense of verb in brackets: 1. We (finish)..our dinner half an hour ago. 2. The farmer (work)..in the field now. 3. Mrs. Green (always / go)..to work by bus. 4. My parents (live)..in London. They (be) ..there for 20 years. 5. She paid for her ticket and (leave). 6. She (sit)under the tree when it began to rain. 7. How many times (you / see)him since he (go).to England? 8. Mr. Nam (work)in the same place for thirty five years and he isnt planning to retire yet. 9. Rivers usually (flow)..to the sea. 10. Do you know that the man who (smoke) there? 11. What were you doing when I (telephone) ...last night? 12. He (watch)TV when I came. 13. This is the best wine that I (ever / taste). 14. When she (come).., he (already / go) 15. Before I came there, I (phone).them. - Check Ss answers and give the correct answer.

- She has just bought a new motorbike


-When I arrived at the party, they had already left. -I had read that book many times before he gave it to you.

-Our class will go to Nha Trang on vacation. -I will get you something to eat.

-Individual work

-Suggested answers: 1. finished 2. is working 3. always goes 4. live have been 5. left 6. was sitting 7. have you seen went 8. has worked 9. flow 10. is smoking 11. telephoned 12. was watching 13. have ever tasted 14. came had already gone 15. had phoned

3. Homework -Ask Ss to learn by heart the form of tenses - Ask Ss to prepare Unit 1: Reading

-Learn by heart the form of tenses - Prepare Unit 1: Reading

*Comments: ..

Giao vin: Nguyn Thi Xun Hng

Giao an tu chon- ting Anh lp 11 c ban Period 2

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Nm hoc 2011-2012

TEST FOR QUALITY OF GRADE

11

I. READING: Read the passage and do the tasks below: Peter and Mary have been best friends ever since they were at junior chool. They always go round together. Sometimes people are surprised because they are very difrenent. Mary is quite quiet, whereas Peter is outgoing and talks a lot. Peter has a great sense of humour and ways sees the funny side of things. Like for example, the other day, Mary had had a bad day at school and she was feeling downshe is a bit moody sometimes. Anyway, Peter told Mary a joke that she had heard on the radio, and made her laugh so much. Thats what Mary values most about Peter. Theres also something else that is really special about their friendship. Last year, Peter was about to go on a holiday when Mary had an accident and broke her leg. Her leg was in plaster and she couldnt move. Peter decided to cancel the holiday and keep Mary company instead of going on holiday. Mary was so moved because Peter put their friendship first. And Mary knows her best friend is always there for her. Task 1: True (T) or false (F) statements: 1. People often think best friends must be alike. 2. For Peter, friendship is less important than holidays. Task 2: Answer the questions: 1. When did Peter and Mary become friends? ->.. 2. Are both Peter and Mary quiet? ->.. 3. What did Peter do when Mary had the accident? ->. II. Give the correct form of the verbs in brackets: (3ms) 1. He heard a cock (crow)..in a neighbouring village. 2. Im very delighted (receive) the letter from you. 3. Bill agreed (make). A speech at the meeting. 4. Lans parents wont let her (go )to the party. 5. I dont know why Jane refused (get) the job. 6. I think you should (give) .her some flowers. III. Give the correct form of the verbs in brackets: (3ms) 1. I (watch) ..television when the phone rang. 2. While I (wait) , I )notice) an old man lying on the ground. 3. Ann (not want) ..to go to the cinema last night because she (already / see) the film. 4. When she was a child, she always (want) ..to do the most dangerous things.

Giao vin: Nguyn Thi Xun Hng

Giao an tu chon- ting Anh lp 11 c ban

Trng THPT c Tn

Nm hoc 2011-2012

Period 3

UNIT 1: FRIENDSHIP

Reading(1)
I. Objectives By the end of the lesson, Ss will be able to: - Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context - Use the information they have learnt to discuss the topic II. Teaching aids Textbook, handouts, pictures concerning to the topic.. III. Procedure Teachers activities Studentsacttivities 1.Organization Put some questions: Greeting ! How are you today ? Answer the questions What is the date today ? Warm up( see APPENDIX) Network T repairs a handout with network of the word *Group work friendship -Discuss about the qualities which friendship must have to complete the network Suggested answers: Honest, unselfish, constant, loyal, mutual trust, Friendship spor sympathetic, patient..

-T divides the class into 8 groups and gives each group a handout. T asks Ss to complete the network. The winner will be the group completing the network in the shortest period of time A. Pre - Reading -Discussing the picture and poem -T asks the whole class to look at the picture on page 12 and asks them some questions: 1. What are girls and boys doing in the picture? 2. How do they feel? 3. What does the picture tell you? -T ask Ss to work in pairs to read the short poem on the page13 and answer the question: What do you think of the friend in the poem -T calls on some Ss to answer the questions. T may give some comments and the suggestions: The friend in the poem is very dedicated and thoughtful. He/She is willing to help his/her friend in any circumstances Pre- teaching vocabulary Lasting(a)= lifelong Be concerned with sb/st

*Pair work -Suggested answers 1. One boy is playing guitar, and the other girls and boys are singing 2. They seem very happy because we can see their smile 3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us

Lu di, bn vng Quan tm ti ai, ci g 4

Giao vin: Nguyn Thi Xun Hng

Giao an tu chon- ting Anh lp 11 c ban Constancy(n)constant(a) Rumour(n) ['ru:m] Gossip(n): information talk or stories about other peoples private lives that may be unkind or not true Incapable of/ in'keipbl/ Suspicion(n)/ s'spin/ suspicious(a) Pursuit(n) Sympathy(n) ['simpi], sympathetic(a) [,simp'etik/ Sorrow(n)/ 'srou/= sadness Dedicated(a) Thoughtful(a) Circumstance(n)

Trng THPT c Tn tnh kin nh

Nm hoc 2011-2012

tin n chuyn ngi l i mch, chuyn tm pho khng kh nng s nghi ng s nghip, s theo ui, am m s thng cm thng cm, ng cm ni bun tn tm, tn lc chu o, quan tm hon cnh, tnh hung -Repeat after teacher

*Comments:
. APPENDIX Treasure Hunt: Find out the word of the day by combining the first letters in the names of these things.

1.. bn b vi nhau, im lng mi thc s l ni chuyn. iu 2.. Gia 3.. 4.. 5.. 6.. 1)

quan trng khng phi l ni ra m l khng cn phi ni cng hiu.

Giao vin: Nguyn Thi Xun Hng

Giao an tu chon- ting Anh lp 11 c ban

Trng THPT c Tn

Nm hoc 2011-2012

Period 4

UNIT 1: FRIENDSHIP

Reading(2)
I. Objectives By the end of the lesson, Ss will be able to: - Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context - Use the information they have learnt to discuss the topic II. Teaching aids Textbook, handouts, pictures concerning to the topic.. III. Procedure Teachers activities Studentsacttivities B. While - Reading Setting the scence You are going to read a passage about the qualities of a long lasting friendship. While you reading, do the task in the textbook *Task1 *Individual work & pair work -T asks the Ss to read the words in the box then fill -Ss guess the meaning of the word base on the each blank with one of them context in the sentences -Ask Ss to read the passage quickly and stop the -Suggested question: lines that contain these words to guess their 1. mutual meaning 2. incapable of -T asks Ss to work individually to do the task 3. unselfish -T goes around to help them when necessary 4. acquaintance/ friend -T asks Ss to exchange their answers with the 5. give -and -take other Ss 6. loyal to -T asks Ss for their answers and tell then to 7. suspicious explain their choices - T gives the correct answer *Task 2 -T asks Ss to read the passage again and decide *Whole class: read the text carefully which of the choices A,B,C,or D most adequately sum up the ideas of the whole passage *Individual work -T gets Ss do the task individually -T might also want to give Ss some strategies to Answer: B find the main idea of the passage -T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree - T gives the correct answer *Task 3 *Individual work and pair work -Ask Ss to answers the questions in task3 -Suggested answers: -T asks Ss to do the task individually to do the 1. The first quality for true friendship is task, then discuss their answers with their partner unselfishness. It tells us that a person who is -T calls some Ss to write their answers on the concerned only with his/her own interest and board and ask them to explain their choices feelings cant be a true friend -T gives the correct answer 2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object 3. The third quality for true friendship is loyalty. Giao vin: Nguyn Thi Xun Hng 6

Giao an tu chon- ting Anh lp 11 c ban

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Nm hoc 2011-2012

It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them 4. Because if not people cant feel safe when telling the other their secret 5. Because they cannot keep a secret, either of their own or of others 6. The last quality is sympathy. It tells us that to be a true friend one must sympathise with his/her friend. Where there is no mutual sympathy between friends, there is no true friendship Pay attention then give remark Correct themselves their mistakes C. Post - Reading -Ask Ss to work in pairs to discuss the question in the text book T goes around to help the Ss when necessary -When all pairs have finished, T asks every two pairs to share ideas -T calls on some Ss to report their ideas to the class *Pair work The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We can share ideas, feeling, likes, joys, pleasures, aims .to each other. Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together.So we cant live without friendship

4. Homework *Whole class Learn by heart all of new words and structures and give examples Summarise the main points of the text Notes: Phn Post-reading dnh cho hs lp A2

*Comments:
.

Period 5

UNIT 1: FRIENDSHIP

Speaking
I. Objectives By the end of the lesson Ss will be able to Describe the physical characteristics and personalities of their friends, using appropriate adjectives II. Teaching aids Textbook, handouts, pictures about some famous people. III. Procedure Giao vin: Nguyn Thi Xun Hng 7

Giao an tu chon- ting Anh lp 11 c ban Teacheractivities

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Nm hoc 2011-2012

Studentsactivities Do as teachers request *Pair work

1.Check - up 2. Warm up(5m) -Ask Ss to describe one of their friends or their relatives 3. New lesson A. Pre- speaking(10m) *Task 1 -Ask 1 S to read aloud the title and explain Instruction: You are going to look at the picture of 4 people on page 15 and describe them in pairs -Before letting Ss do the task, T ask them to read useful language on page 16 -T may explains some word if Ss dont know the meaning of the adjectives provided Forehead(n)/ 'f:hed/: T points at his/her forehead Trn ;Crooked(a)/ 'krukid/ Mi khon -T may ask Ss to provide some adjective/expressions used to describe peopleSs appearance. She may also give Ss handout of these adjectives and expressions: Height :tall,short, medium Build : slim(mnh khnh ), plump(b bm), overweight, thin.muscular/ 'mskjul/(vm v), stocky(thp v chc), well-built(lc lng) Hair: -length: long, short, shoulder- length -style: straight , wavy, curly,crew-cut(u cua) -color: black,grey, red, brown Others: a fringe(mm), a bun(bi tc), plait(s)/ plt/(ui sam) Face: oval, round, large, square, skinny/ ['skini](gy nhom), chubby(phng phnh), long, with high cheekbones(g m cao) Eyes: small, big, black, brown, blue Nose: straight, crooked, turned-up(hch), big, small, flat(tt) Chin: pointed chin(cm nhn),double chin Lips: thin, full, narrow, heart-shaped Forehead: broad, high Skin:white,pale/peil/(ti, xanh xm), suntanned(rm nng),dark, brown, black General appearance:beautiful, handsome,pretty,good looking, plain(bnh thng) T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer T gives feedback B. Practice(10m) *Task 2 -Ask Ss to discuss and number the personalities in order of importance in friendship and then report the results -Before Ss do the task, T asks them to look at the list of adjectives provided in book. T asks if Ss understand these adjectives or not

*Whole class -Listen and take notes

*Whole class use handouts to describe 1. The boy is about 16. He is short-sighted because hes wearing a pair of glasses. He has short black hair, a round face with a broad forehead, a small nose,thin lips and small chin. He quite good-looking 2. The girl is about 14. Shes also wearing a pair of glasses. She has shoulder-length black hair, and shes wearing a ribbon(bm tc). She has an oval face with a straight nose, full lips and a pointed chin. She quite pretty 3. The man is in his forties. Hes tall and well-buit. He has short brown hair and a square face with a broad head, small eye , a crooked nose and thin lips. He quite good looking 4. The woman is her twenties. Shes quite tall and slim. She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heartshaped lips and a small chin. Shes very beautiful

*Whole class and group work

Giao vin: Nguyn Thi Xun Hng

Giao an tu chon- ting Anh lp 11 c ban

Trng THPT c Tn

Nm hoc 2011-2012

-T can elicit [i'lisit](lun ra, gi ra) or explain some adjectives quickly Caring : Chu o Hospitable: hiu khch Modest: Khim tn Sincere :chn thnh Understanding: thong cam, thong hieu -T divides the class into group of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well -T goes round to offer help when Ss discuss -T call on some Ss to report the result of their discussion. -T elicits feedback from the class and gives final comments C. Production(15m) *Task 3 Instruction: Imagine that you have a friend who has just won the first prize in Mathematics. A journalist is going to interview you about your friend. Act out the interview in pairs -T asks Ss to look at their role on page 16 anf the suggestions on page 17 -T may elicit the questions they may ask -his /her hobbies: What does he/she like doing in his/her freetime?what are his/her hobbies -his/her physical characteristics: what does he/ she look like? His/her personalities:How is he/she?Is she/he friendly...? -T may also make clear the meaning of some adjectives Quick-witted : nhanh tr Good-natured : tt bng -T asks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help -T call on some pairs to perform the interview -T elicits feedback from the class and gives final comments 4. Home work(3m) Write down a paragraph to describe your best friend Prepare the next periodlistening

*Group work 1st group: My group thinks that being caring is the most important in friendship because when friends care about eachother, they will know when to share happiness or difficulty with their friend

Pay attention

*Pair work

*Whole class

*Comments:
.

Giao vin: Nguyn Thi Xun Hng

Giao an tu chon- ting Anh lp 11 c ban

Trng THPT c Tn

Nm hoc 2011-2012

Period 6

UNIT 1: FRIENDSHIP

Listening
I. Objectives By the end of the lesson Ss will be able to Develop such listening micro-skills as intensive listening for specific information and taking notes while listening II. Teaching aids Textbook, handouts, cassette tapes. III. Anticipated problems Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with the task IV. Procedure Teachers acitivities 1. Check the attendance(2m) 2. Warm up(5m) Matching -The aim of this activities is to help Ss revise the vocabulary items Ss learnt in the previous lesson -T divides the class into small groups of 3-4 students -Then T distributes the following crossword hand out for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner A B 1. good-natured a. nhanh tr 2. friendly b. Ho phng 3. quick-witted c. Hiu khch 4.hospitable d. Hay gup 5. patient e. Khim tn 6. honest f. Ham hc 7. generous g. Kin nhn 8. helpful h. Tht th 9. modest i. Thn thin 10. studious j. Tt bng 3. New lesson A. Pre - listening (10m) Talking about your best friend - T asks Ss to discuss the questions on page 17 in pairs - T calls on some Ss to give their answer and comments on the answer - T gets Ss what they are going to listen about Vocabulary pre teaching - Before teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in *Whole class Studentsactivities

*Group work

-Suggested answers: 1. j 2. i 3. a 4. c 5. g 6. h 7. b 8. d 9. e 10. f

*Pair work

*Whole class

Giao vin: Nguyn Thi Xun Hng

10

Giao an tu chon- ting Anh lp 11 c ban

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Nm hoc 2011-2012

chorus and individually - Elicits/teachers some of these words and those taken from the listening passage Apartment building: khu chung c Sense of humour: khiu hi hc Give sb a ring: phone sb : gi in cho ai Go though a rough time: tri qua thi k kh khn - T may get Ss to make sentences with the words and give corrective feedback B.While - listening *Task 1(17m) Instruction: You are going to listen to Lan and Long talk about their best friends. Listen and decide whether the statements are True or False. Put a tick() in the appropriate box Before Ss listen and do the task, T instructs them to use some strategies + First, read through the statements to understand them and underline key words. For example, the key words in the first statement are: shared, Nguyen Cong Tru, Residential Area, Hanoi.. + Listen to the tape and pay attention to the key words + Decide whether statements are true or false based on what they can hear - T plays the tape once for Ss to do the task - T asks for Ssanswers and writes them on the board - T plays the tape the second time for Ss to check their answers - T asks Ss to work in group 4 to compare their answers - T checks Ss answers by calling some Ss and asks them to explain their answers 4. Home work (3m) -Ask Ss to learn by heart all new words and prepare the next lesson writing

Pay attention

Individual work & Group work -Suggested answers: Lans talk 1. F(They used to live in the same buiding there) 2. F( It is what people think) 3. T 4. F( Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan) 5. T 6. F( They have been best friends since Lans trip to Do Son) Longs talk 1. F( They met in college) 2. F ( Minh was a guitarist) 3. T 4. T 5. T

*Whole class

*Comments:
.

Tapescript: Lans talk


My best friend is Ha. Weve been friends for a long time. We used to lived in Nguyen Cong Tru Residential Area in HN. Her family moved to Hai Phong in1985. It is said that HP people are cold but Ha is really, really friendly. I first started to get to know her when I was going on a two-day trip to Do Son last year and didnt know anybody there. I gave Ha a ring and she was so friendly, she said. Oh, Ill come to visit you. So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around and weve been best friends ever since. Giao vin: Nguyn Thi Xun Hng 11

Giao an tu chon- ting Anh lp 11 c ban

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Nm hoc 2011-2012

Longs talk My best friend is Minh. We met in college. And I was there singing and Minh was a guitarist. So we worked together a lot, but we also became friends. Minh has a great sense of humour, hes very very funny, and thats of my favourite things about him. And over the years, we have been through good times and bad times with each other, and thats one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when were going through a rough time, hes really a good friend, and hes a very good listener, and he always helped me though.

Period 7

UNIT 1: FRIENDSHIP

Writing
I. Objectives By the end of the lesson Ss will be able to: Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them IV. Procedure Teachers activities Students activities 1. Check the attendance(1m) 2. Warm up(6m) Guessing game -T introduces the game: one student goes to the board *Group work and T gives him or her a piece of paper with the name -Ss may ask questions such as: of a student in the class. Other Ss have to ask Yes/No Is the person a girl? question to find out who students is. Ss should ask Is she tall? about the appearance, personalities, or clothes. Is she short- sighted? - The game can continue until the time is up. Is she friendly? .. A. Pre - writing(13m) - T sets the scene: You are going to write about a friend, real or imaginary, using the provided *Whole class guidelines - T gets Ss to read the task and the guidelines silently and work out what they are required to write about. In general, Ss writing should include 3 parts: + general information about about their friend +his/her physical characteristics and personalities + and what Ss like about the friend -T elicits the verb tenses that may be useful when Ss want to write about when and where they met their Pay attention friend. In this case, Ss may use the simple past tense and past continuous in their writing. -T revises the use of the past tense and past continuous tense -T may also elicit the adjectives and expressions Ss can use to describe their friends appearance and personalities Giao vin: Nguyn Thi Xun Hng 12

Giao an tu chon- ting Anh lp 11 c ban

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Nm hoc 2011-2012

-T gets Ss prepare an outline for their writing and exchange it with their peer(partner) -T goes around to offer help and gives corrective feedback B. While - writing(15m) -T gets Ss to write about their friend in 15minutes -T goes around to observe and offer help C. Post - writing(8m) -T ask Ss to exchange their writing with another Ss for correction -T goes around and collects mistakes and errors -T collects some writings for quick feedback -T writes Ss typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors -Finally, T provide general comments on the writings

*Individual work Write about their friend *Pair work and whole class *Whole class -Suggesed writing: Of all my friends, I like Na he best. She has been my closed friend since we were a grade 6. Na is seventeen years old now and she lives with her famil;y in HCM city. Na is beautiful with a fair complexion, long hair, high nose and big brown eyes. She has a kind and when you meet her, the first thing you notice is her lovely warm smile.Na has a srong tendency to be sociable. She is willing to help me overcome difficulive in my life. She is very generous and funny. I hope our friendship will last forever. *Whole class

3. Home work(2m) Ask Ss to improve their writing, taking into consideration their best friends and Ts suggestions and corrections Ask them to prepare the next period: language focus

*Comments:
.

Period 8

UNIT 1: FRIENDSHIP

Language focus
I. Objectives By the end of the lesson Ss will be able to: -Distinguish the sound /d/ and /t/ - Pronounce the words and sentences containing these sounds correctly - Use some structures containing infinitives with and without to appropriately II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice IV. Procedure Teachers activities Studentsactivities 1. Warm up(3m) Noughts and Crosses Giao vin: Nguyn Thi Xun Hng 13

Giao an tu chon- ting Anh lp 11 c ban Hospitable Caring Large 2. New lesson Honest Sense of humour Good-natured Around face Friendly Pleasant

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Nm hoc 2011-2012

A. Pronunciation(10m) -Pronouncing the two sounds separately -T models the two sound /d/ and /t/ for few times and explains the differences in producing them /d/: is a voiced palatal Voiced=vocal cords vibrate while making this sound Palatal= put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth /t/ is an unvoiced fricative palatal Unvoiced- vocal cords do not vibrate while making this sound Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth T plays the tape once for Ss to hear the works containing these two sounds. Then T plays the tape again and this time asks Ss to repeat after the tape Pronouncing words containing the sounds -T reads the words in each column all at once /d/:jam, joke, January, dangerous,passenger, village /t/:children, changeable, cheese, mutual, church , which -T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words - T reads the words and asks Ss to repeat them - T asks Ss to practice pronouncing the words in pairs -T goes around providing help - T asks some Ss to pronounce the words and give correction if necessary Practicing sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sound and write /d/ and /t/ under them - T asks Ss to provide the sentences in pairs -T goes around providing help - T asks some Ss to read the sentences and gives feedback B. Grammar and Vocabulary 1. To infinitive (10m) - T writes some sentences on the board and underline the to+ infinitive + I have letters to write to my friends

-Listen attentively -Tell the difference

m vm ming rung ln Dy thanh rung ln khi pht m Listen and take note m v thanh: m thanh rung ln khi pht m, m vm ming ph m xt

Repeat after the tape -/dm/, / douk/, /dnjuri/, /deindrs/, 'psind/, /vilid/ -/ 'tildrn/,/ 'teindbl/,/ti:z/, /'mju:tjul/,/t:t/, /wit/

Practice reading Practice reading the sentences which contain 2 sounds

Pay attention 14

Giao vin: Nguyn Thi Xun Hng

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+ I have some homework to do + Does he get anything to eat? + Have you got anything to say? - T asks Ss to comment on the use of to + infinitives in these examples. T reviews the form and use of to infinitives in the example - 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 + I have some homework to do= I have some homework that I must do + Does he get anything to eat? = Does he get anything that he can eat? N/pro+to -infinitives Ex: I need someone to take care of my children to -infinitives + prepsitions Ex: I need someone to talk to my mother Can I borrow your case to keep my records in? Adj + to -infinitive Too/ enough + to infinitive Practice Exercise 1 Ask Ss to do exercise1 individually and then compare their answers with another student - T calls on some Ss to read aloud their answers - T gives the correct answers

-Give their opinions - In the examples above the infinitives are used to replace relative clauses Give more examples Take notes

I pleased to see you Ex: The water is too hot to drink Hes old enough to go to school

2. Infinitive without to (10m) - after make, let+object +bare infinitive - after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive -Ask Ss to give some examples -Listen and ask the other to comment Practice Exercise 2 -T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using the words given -T asks them to compare answers with another pairs -T calls on some Ss to go to the board to write their answers - T asks other Ss to feedback and gives correct answers

*Individual work -Suggested answers: 1. Who wants somethings to eat 2. I have some letters to write 3. I am delighted to hear the news 4. My mother has some shopping to do 5. You always have too much to talk about 6. Its lovely to see you again 7. Its too cold to go out 8. Im happy to know that you have passed the exams Ex:Nothing can make him cry I see her cook dinner (completed action) Notice:I see her cooking dinner (I see shes cooking dinner) *Pair work and then individual work -Suggested answers: 1. The police watched them get out of the car 2. They let him write a letter to his wife 3. I heard them talk in the next room 4. The customs officer made him open the briefcase 5. The boy saw the cat jump though the window 15

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Production(10m) Extra exercise Join these pairs of sentences 1. She crossed the road. I saw her 2. They sang a song. I heard them 3. He looked the door. I observed him 4. She drove off. I saw her 5. He was foolish. He left the firm 6. A pavement artist drew a portrait in crayons. I watch him 7. We cant refuse their invitation. It would look rude 8. I met you again. I was happy 9. The film was boring. I didnt watch it 10. The woman is old. She cant drive a car 3. Homework(2m) -Learn by heart all the knowledge theyve learnt and practice them again at home -Prepare the next lesson:unit 2 : reading

6. Do you think the company will make him pay some extra money? 7. I felt the animal move towards me 8. Do you think her parents will let her go on a picnic? *Whole class -Suggested answers: 1. I saw her cross the road 2. I heard them sing a song 3. I observed him lock the door 4. I saw her drive off 5. He was foolish to leave the firm 6. I watched a pavement artist draw a portrait in crayons 7. It would look rude to refuse their invitation 8. I was happy to meet you again 9. The film was not interesting enough for me to watch 10. The woman is too old to drive a car *Whole class

*Comments:
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Period 9

UNIT 2: PERSONAL EXPERIENCES

Reading
I. Objectives By the end of the lesson Ss will be able to: - Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events - Use the information they have learnt to discuss the story II. Teaching aids Textbook, handouts, cassette . III. Anticipated problems Ss may need help with discussion task, so T should be ready to help them IV. Procedure Teachers activities 1. Organization Put some questions: How are you today ? What is the date today ? 2. Warm up (5m) Ask Ss some questions and ask Ss to answer - When was your last birthday? Studentsactivities Greeting ! Answer the questions

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- What did you do on that day? - How did you feel on that day? - What did your parents offer you? 3. New lesson A. Pre reading (5m) -T introduce the pictures: The six pictures describe the events in a story. Theyre not in chronological order. Can you describe whats happening in each of the picture - T suggests for the Ss by asking some questions: + What do you see in the 1st picture? + What do you think might be relationship between the girl and the man? + What do you see on the table? . -Vocabulary Floppy cotton hat : m vi mm Wad of dollar notes: tp/xp tin B. While - reading Set the scene: you are going to read a story in which a girls telling about her most embarrassing situation *Task 1 (12m) -T asks Ss to reads the passage silently and do the task1 -T writes the given words and phrases on the board: To make a fuss Sneaky(a) Glanced (at) to look quickly at st/sb Embarassing(a) making you feel nervous, ashamed, or stupid Idol(n) someone you admire and adore - T asks Ss to go back to the passage to locate and read around these words - T checks that Ss understand all these words correctly by calling on some Ss to tell the meaning of the word in Vietnameses - Then T asks Ss to go back to the task and study the given sentences - T asks them to fill the blank with the words/ phrases in the box - T checks the answer with whole class *Task 3 (12m) - T checks if Ss can answer the comprehesions in task3 without having to read the passage again. If Ss can not, T gets them to read the questions carefully and gives them some tips to do the task - T gets Ss to check their answer with a peer - T calls on some Ss to write their answers on the board and asks them to explain their choices

->A man and a young girl ->May be they are family members ->Its money Pay attention

Read the passage in silently

Guess the meaning of the words gy n o ln lt lng tng, xu h -Suggested answers: 1. glanced 2. making a fuss 3. ambarassing 4. idols 5. sneaky

*Individual work then pair work -Suggested answers: 1. A floppy cotton hat 2. to buy the hat for herself 3. A wad of dollar notes that looked like the ones her father had given 4. Because she didnt like to make a fuss 17

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5. She bought the hat with it C. Pos reading (7m) -Ask Ss to look at the last picture(c) and give suggestions + How did the girl in the picture feel? + Why did she feel that way? + What did she do after that? - T calls on the group to tell and explain their choice *Group work -Suggested answers: 1.She felt surprised/ ambarassed Because the money she took from the boys bag was not hers 2. Perhaps the girl might want to tell her father the truth and ask him for help. Perhaps the girl could come to the police station, tell the police the truth and ask them for help May be the girl could get on the same bus the next day and look for the boy to return him the money *Whole class *Whole class

- Then T asks Ss to summarise the main points of the lesson 4. Homework(2m) Summarises the main points of the lesson again Learn by heart the new words and make sentences with them

*Comments:
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Period 10

UNIT 2: PERSONAL EXPERIENCES

Speaking
I. Objectives By the end of the lesson Ss will be able to: - Identify structures that are used to talk about past experiences and their influences on ones life - Practice the present perfect and past simple, structures with Make - Use these structures to talk about a past experience and how it affects their life II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may have problem using present perfect and past simple when talking about the past IV. Procedure Teacher s activities Studentsactivities 1. Check the attendance(2m) 2. Warm up(5m) -Ask Ss some questions about their experiences *Whole class - Have you ever sung in the public? -Answer the questions Yes, I have + When did you sing in the public? On Teachers Day + How did you feel? I was all in a tremble(run) + How did the experience affect you? Since then I havent been afaid of singing in - Have you ever failed the exam? the pubic - Have you ever got a bad mark? Giao vin: Nguyn Thi Xun Hng 18

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.. 3. New lesson *Task 1(10m) - T introduces the task and gets Ss to do it individually then compare the answer with a partner - Call on some Ss to read out his/her answers - T checks with the class and gives feedback - T introduces the structures: Make sb do smt/make sb+Adj Ex: The flu makes me stay at home/ The flu makes me tired Appreciate(v): coi trng, nh gi cao To change your attitude to sb/st (Thay i thi ca bn i vi ai or iu g) *Task 2(15m) - T introduces the task and ask Ss to work individually then compare the answer with a partner -Notice Ss some about how to use past simple and present perfect simple + Present perfect: used with ever to ask about past experience: Have you ever been to England? +Past simple: used when one keeps asking about that experience: When did you go there? Who did you go with?... - After finishing T gets Ss to read the sample conversation in pairs - 0pen dialogue: A Have you ever.? B Yes,..English girl.. A How.meet..? B ..walking alongasked the way.started talking.. A Whattalk.? B Everythging.name, ..turtles. A Howaffect? B Well,more interested. - Call some pair Ss to practice the D then give marks *Task 3(10) - T introduces the task: using suggested questions on page 26 to ask and answer the questions about their past experiences - T calls on some pairs to perform their conversations in front of the class

*Individual work and pair work -Suggested answers: 1. d 2. c 3. a 4.b 5.e -Give more examples

*Whole class

Take notes -Suggested answers: 1. b 2.d. 3.h 4.a 5.e 6.g *Pair work Close the book and practice the open dialogue 7.c

*Pair work Ex: be seriously ill -what(what disease did you get) -when(when did you fall) -how(How did you get ill) -go to hospital(Did you have to goto ..) - how(How did the experience affect you?) *Whole class

4. Home work(3m) Learn by heart the dialogue

*Comments:
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Period 11

UNIT 2: PERSONAL EXPERIENCES

Listening

I. Objectives By the end of the lesson Ss will be able to: Develop such listening skills as listening for specific information and taking notes while listening II. Teaching aids Textbook, handouts,cassette tape . III. Anticipated problems Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them. Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task IV. Procedure Teachers activities Studentsactivities 1. Check the attendance(2m) *Whole class 2. Warm up(5m) Hangouts : Matching Column A Column B *Group work 1. Fire fighter a. A metal stair way outside to -Suggested answers: help people get out of a 1. c 2. Fire alarm building on fire 2.h b. A pipe that draws water for 3.e 3. Fire door putting out a fire 4.a c. A person who fights fires 5.b 4. Fire escape d. What comes out of a fire 6.g 5. Fire hydrant e. A fire-resistant door that 7.d can be closed to stop the 8.f 6. Fire spread of a fire extinguisher f. A large truck that carries firefghters and equipment to the side of a fire 7. Smoke g. A tube that contains special chemicals for putting out fire 8. Fire struck h. A bell that tells you a fire has started 3. New lesson A. Pre listening (10m) -Ask Ss to describe what is happening in the picture *Whole class on page 27 Suggested answers: +What can you see in the picture? -A fire +What is happening? -A house is burning and fire- fighters are + Who are these people? trying to put out fire + What is this woman doing? - They are fire-fighters .. - She is carring her daughter out of the fire Vocabulary 1. ng nh 5. Bp ga 1.Memorable(a) 5.Gas stove(n) 2. s hi 6. m 2.Terrified(a) 6. Embrace(v) 3. tht go 7. Trn thot 3.Scream(v) 7.Escape(v) 4. thay th 8. Bo v 4.Replace(v) 8.Protect(v) - Ask Ss to practice the vocabulary in chorus. T helps Giao vin: Nguyn Thi Xun Hng 20

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Ss to pronounce them correctly B. While - listening *Task 1(10m) -Asks Ss to read the statements to understand them -T plays the tapes once for Ss to listen and do the task - Check the answer with the whole class - T can play the tape again and pause at the answers for them to catch *Task 2(10m) -Ask Ss to study the text carefully for the missing information they need to fill and guess the answers - After playing the tape, T gets Ss to work in pairs and check their answers - Call on some Ss to give the answers C. Post listening (6m) -Before getting Ss to discuss, T teaches them some useful expression of asking for and giving opinions: -Asking for opinions: + What do you think about? + Whats your opinion about? + Whats your feeling about? + Whats your point of view about.? + How do you feel about? + Do you have any opinion about? Expressing opinions I think Personally,.. I believe. I feel In my opinion.. From my point of view.. Expressing agreement I agree I think so, too Thats true and Thats right, and. Expressing disagreement Well,may be, but That might be true, but.. Well, my feeling is that.. Well, I dont think so. I think.

*Whole class *Individual work -Suggested answers: 1. T 2. F(13 years ago) 3.F(in the kitchen) 4. F(she was sleeping) 5. T *Individual work and pair work -Suggested answers: 1. small 3. family 5. took 2.everything 4.replaced 6.appreciate

*Group work Take notes

Giving opinion

-Give some suggestions by asking some questions: +Why does Christina think family is more important than things? + Where do you get love/care from, Your family or things? +Can we buy new clothes? + Can you get new parents or brothers or sisters? 4. Homework(2m) -Do the exercises in unit 2 in the workbook -Prepare for writing lesson

Because she has realized that she needs her family. Things can be replaced, but family cant From family Yes, we can No, we cant *Whole class 21

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Tapescript
Interviewer: This is Radio 3. In our Unforgettable Experiences programme tonight we talk to Christina, a successful businesswoman. Hello Christina, welcome to our program Christina: Hello and thank you! Its nice being with you tonight Interviewer: Christina, could you tell our audience about the most memorable experience in your life? C hristina: Well, my most unforgettable experience happened thirteen years ago, when my house burned down Christina: The fire started in the kitchen where I forgot to turn off the gas stove Interviewer: What were you doing at that time? Christina: I was sleeping when I was suddenly woken up by terrible heat. I opened my eyes to find out myself surrounded by walls of fire Interviewer: Thats terrible. How did you escape? Christina: I was terrified. Then I heard my mothers voice calling my name. I rushed to her. She carried me out. Luckily, I got away without even a minor burn Interviewer: Not many people are so lucky. Did the fire affect you in any way ? Christina: Oh,yes. Yes, very much, in fact. Although I lost many things in the fire, the experience helped me grow up Interviewer: What do you mean? Christina: Well, before the fire I was selfish. I always complained to my mother about how small my room was or how few clothes I had. Then the fire came and destroyed everything owned. But I slowly began to realized that I didnt really need my old things. I just needed my family. After all, you can get new clothes anytime, but a family can never be replaced Interviewer: I see, so the fire took many things from you, but it gave you something too. Christina: Exactly, It taught me to appreciate my family more than things Notes: phn post-listening chi dnh cho hs lp NC

Period 12

UNIT 2: PERSONAL EXPERIENCES

Writing
I. Objectives By the end of the lesson Ss will be able to: Write a personal letter telling about a past experience, using the structures and vocabulary that they have learnt in previous lessons II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may not have enough vocabulary to write about the topic, so T should be ready to help them IV. Procedure Teacher s activities 1. Check the attendance(2m) 2. Warm up(8m) -T divides the class into 2 groups: A & B -T read out the questions and leads the game Studentsactivities *Whole class *Group work -Listen the questions and answer. 22

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Giao an tu chon- ting Anh lp 11 c ban The Quiz 1. How many parts does a personal letter normally have? 2.What are these parts? 3.What do we normally write in the Salutation? 4. What do we normally writw in the Closing? 5. Where do we normally sign the letter? -T gets Ss to add up the points for each group and announces the winner.

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A. Pre- writing (10m) -T gets Ss to read the task - Call on a S to answer and elicits more ideas Most unforgettable experience +What happened? + When it happened? +Where it happened? + How it happened? +Who was involved? + How it affected you? - T gets Ss to plan their stories according to the questions B. While writing (17m) -T gets Ss to write their own letters in 10 minutes -Then T asks Ss to work in pairs, exchange their letters and correct each other - T goes around the class to offer help C. Post writing (6m) -T chooses one letter and reads it to the class - T elicits corrective feedback from the class and gives final comments afterwards.

-Suggested answers: 1.5 parts 2.The Heading, the Salutation (Greeting), the Body, the Closing and the Signature. 3.We normally write Dear or Hello / Hi etc. plus the name of a person we are writing to and a comma at the end. 4. We normally wrute something like Sincerely, Yours, Love, Cheers, Best wishes, See you soon etc. and after that we put a comma. 5. Our signature normally goes under the Closing. *Whole class -I nearly drowned -A year ago, my last summer vacation -A river near my grandparents house -When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim -Some of my friends were also swimming at that time, one tried to save me -I learned that life is so important

*Individual work and pair work

A sample letter: Dear Peter, How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my granparents in the countryside. I havent seen them since my last school holiday. Let me tell you about my last summer vacation at my grandparents. It was almost a year ago and was one of my most unforgettable experiences. My grandparents live in a small village, which is about 70 kilometres southeast of Hanoi. There is a large river at the back of 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 a cold. I felt so dizzy and was too weak to continue swimming, so I started to sink. I thought I was going to drown 23

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but I couldnt call out for help because I was too tired and terrified. Luckily, one of my friends saw that and shouted for help. Immediately, another friend who swims the best among us swan towards me and tired to pull me up. Then other friends swan 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 life is. This events deginitely taught me to appreciate my life. What about you? Have you got any unforgettable holiday that you would like to share with me? See you soon. Nam *Whole class Listen and correct, comment 3. Homework(2m) Do exercise in work book Prepare the next lesson *Whole class

*Comments:
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Period 13

UNIT 2: PERSONAL EXPERIENCES

Language focus
I. Objectives By the end of the lesson Ss will be able to: Distinguish the sounds /m /, /n / and / / Pronounce the words and sentences containing these sound correctly Distinguish the uses of different verb tenses: present simple for indicating the past, past simple,past continuous and past perfect Use these verb tenses to solve communicate task II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss might have difficulty distinguish and using different verb tenses correctly. Therefore, T should be ready to assist them IV. Procedure Giao vin: Nguyn Thi Xun Hng 24

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Teachers activities 1. Check the attendance(2m) 2. Warm up(5m) Underline the most suitable verb form in each sentences a. While Tom watched/was watching TV, there was a power cut b. Who drove/was driving the car at the time of the accident? c. By the time she got back, he had gone/went home d. David had eaten/ate Chinese food before, so he knew what to order e. I did/ was doing some shopping yesterday when I saw your friend f. Laura missed the party because no one was telling/ had told her about it Pronunciation(7m) /m / : close the lips when pronouncing /n / : Ss tongues touch the roof of their mouth / /: their tongues touch their soft palates For all three sounds, the air goes through the nose - T asks Ss to read the words in each column out loud in chorus for a few more times. Then call on some Ss to read the words out loud - In order to help Ss identify these sounds T writes some sentences to check their understanding 1. Ill call them/then 2. He ran/rang twice 3. That bun/bum is delicious /di'lis/ 4. We got some/sun at the beach - Practising sentences containing the target sounds Ask Ss to work in pairs and take turn to read aloud the given sentences - T calls some Ss to read the sentences and provides corrective feedback Grammar Exercise 1(10m) Review some tenses: a. Presentation - Present simple + The use + Form:(+) I, You, We, They + V- bare infinitive He, She, It + V(s,es) ( -) S + dont/doesnt + V-infinitive (?) Do/does + S + V-infi ? - Present continuous + The use + Form: (+) S + be + V-ing ( -) S + be + not + V-ing (?) Be + S + V-ing? -Present perfect + The use: we use present perfect to express an action happened at unspecified time before now. The

Studentsactivities

*Individual work pairwork -Suggested answers a. was watching b. was driving c. had gone d. had eaten e. was doing f. had told

Pay attention Whole class

Practicing pronunciation

*Whole class Take notes Give examples

Give examples & take notes

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exact time is not important. It is not used to describe a specific event. So we can use the present perfect to describle our experience + Form:(+) S + have/ has + Past participle (-) S + have/ has + not + Past participle (?) Have/ has + S + Past participle? b. Practice - T gets Ss to do exercise 1 individually and then find a partner to check the answer with - T checks with the whole class and provides corrective feedback Exercise 2(10m) a. Presentation: Review the past simple and past continous Past simple + The use + Form: (+) S + V-ed or irregular verbs (-) S + didnt V-infi (?) Did + S + V- infi? Past continuous + The use + Form: (+) S + was/ were + V- ing (-) S + was/ were + not + V- ing (?) Was/ were + S + V- ing? b. Practice - T gets Ss to do exercise 2 individually and then find a partner to check the answer with - T checks with the whole class and provides corrective feedback

Give examples & take notes *Individual work & pair work -Suggested 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 *Whole class Take notes and give example

*Individual & pair work -Suggested answers 1. broke/ was playing 2. wrote/ was 3. was working/broke 4.started/ were walking 5.told/ were having 6. didnt listen/ was thinking 7. phoned/ didnt answer/were doing 8. didnt wear/ didnt notice/ was driving Give example and take notes Ex: I had never seen such a beautiful beach before Ex: I had used that car for ten years before it broke out Or After I had used ..years, It broke down Give examples *Individual work pair work -Suggested answers 1. had eaten/arrived 2. found/had taken 26

Exercise 3(10m) a. Presentation: Past perfect + The use: The past perfect expresses the idea that something occurred before another action expressed in the past simple. It can also show that something happened before a specific time in the past Past perfect also to show that something started in the past and continued up until another action in the past +Form: :(+) S + had + Past participle (-) S + hadnt + Past participle (?) Had + S + Past participle? - T gets Ss to do exercise 3 individually then find a partner to check their answer with

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- T checks the answers with whole class and provides 3. got/had closed 4. got/had left corrective feedback 5. got/had arrived 6. paid/had phoned 7. went/said/hadnt arrived 8. had looked/asked/cost 3. Homework(1m) Review unit 1,2 to prepare the 4-5munite test *Whole class

*Comments:
....

Period 14

UNIT 3: A PARTY

Reading
I. Objectives By the end of the lesson Ss will be able to: - Develop such reading skills as scanning for specific ideas, and identifying and correcting false statement - Use the information they have read to discuss celebrations in their culture II. Teaching aids Textbook, handouts, cassette tapes . III. Anticipated problems Ss may need tobe provided vocabulary to celebrations and festivals so that they can complete various learning task IV. Procedure Teacher s activities 1. 1.Organization Put some questions: How are you today ? What is the date today ? 2. Warm up (5m) -Matching the celebrations with the correct images Christmas Easter Graduation Halloween Thanksgiving Mothers Day Wedding Valentines Day Birthday a. b. Studentsactivities Greeting ! Answer the questions *Whole class d.

Celebrations c. Giao vin: Nguyn Thi Xun Hng

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Trng THPT c Tn Christmas Halloween Wedding Easter Thanksgiving Valentines Day Graduation Mothers Day Birthday

Nm hoc 2011-2012 A E B I D F H G C

e.

f.

g.

h. 3. New lesson

i.

A. Pre reading (8m) -Ask Ss to work in pairs and ask them to look the pictures in text book and and answer the questions: 1. What is the relationship between the people in the pictures?

2. What are they celebrating?

*Pair work 1. The people in the 1st picture might belong to a family. The young man might be the parents and three kids might be their children. - In the 2nd picture: the people might belong to a family, too. The old lady&man might be parents. The woman and the man who are sitting in front might be their son and daughter in law. The boy and the girl might be their grandchildren 2. The people in the 1st picture are celebrating a birthday. In the 2nd picture people are celebrating a wedding anniversary. *Whole class nh du S kin quang trng, mc lch s, giai on quan trng Bn vng, lu di

Pre- teaching vocabulary -Mark(v): -Milestone: an important event or state in ones life

-Lasting(a) -Golden(a)made of gold -Golden anniversary/jubilee /'du:bili:/: celebration of the 50th wedding anniversary /,ni'v:sri / -Silver anniversary: celebration of the 25th wedding anniversary -Diamond anniversary: celebration of the 60th Take notes and give examples wedding anniversary - T helps Ss to pronounce them correctly Giao vin: Nguyn Thi Xun Hng

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B. While - reading You are going to read about how American people celebrate birthdays and wedding anniversaries. Then do the tasks below *Task 1(7m) - T gets Ss to read the passage silently and do the task1 - Call on some Ss to write the answer on the board and ask them to explain their choices. 1. People sing a song 2. People eat cakes 3. People receive cards and gifts from friends and relatives 4. People joke about about their ages 5. People remember their wedding days 6. People go out to dinner 7. People blow out candles, one for each year *Task 2(10m) - T gets Ss to read through all the 7 sentences in task2. Then ask them to read the text again and locate these words - Ask Ss to check their answer with a friend - Call on some Ss to present and explain their answers - Give feedback and correct answers C. Post reading (10m) -Ask Ss work in small group of 3 or 4 and discuss the questions - T goes around to check and offer help - Call on the groups to tell and explain their choice - Give the correct feedback 4. Home work(3m) Learn by heart new words and summarise the main point of the lesson - Write a paragraph about how Vietnamese people celebrate their birthday or wedding anniversaries, base on the text they read in class

Practice reading the new words

Pay attention *Individual work -Suggested answers

Birthday

wedding

*Pair work -Suggested answers 1. eight sevenths 2. makes eats 3. food/ bookspresents 4. aniversaries ages

5. months years 6. 5th 50th 7. silver golden

*Group work

*Whole class

*Comments:

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Period 15

UNIT 3: A PARTY

Speaking
I. Objectives By the end of the lesson Ss 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 aids Textbook, handouts, . III. Anticipated problems Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so IV. Procedure Teacher s activities 1. Check the attendance(2m) 2. Warm up(7m) Talking about the party Yesterday I went to a party. Please ask some questions to gets as much information about the party as you can Studentsactivities *Whole class Who gave the party? What was it about? Where /when did it take place? How was it organized? How did it go? What activities did you do there? Did you have good time? How were the people like? What about music? What about food and drinks? Take notes

-T teaches necessary language for talking about parties: A birthday/housewarming party A family/social gathering To have/throw/organize/hold/celebrate/give a party To celebrate ones birthday/wedding anniversary/graduation To join oneself To have fun/a good time Gifts: flowers, souvenirs, a bottle of wine, chocolate Decorations: balloons, flowers, lamps, pictures. Food and drinks: starters, main courses, deserts, cakes, ice-cream,sweets, soft drink Music: pop music, jazz, classical music 3.Pre - speaking *Task 1(7m) -Get Ss to do the task individually -T encourages Ss to take notes while doing so -Go around the class to check and offer help 4.While - speaking *Task 2 (7m) -Put Ss in pairs and tell them to tell each other about the party they have been to, base on the outlines

*Individual work Ss choose the details they want to talk about and plan their stories *Pair work 30

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they have made in task1 -Call on some pair to perform their conversations in front of the class *Task 3 (10m) -T gives suggestions by writing on the board Planning a party - Where(home or restaurant) - When(date & time) - Who to invite(family, relatives, classmates,teacher, friends) - dressing code(former, informer, costumes) - entertainment(dance,music, games) - decorations(colored light, bulbs, flowers) - food and drink(cook our own or order) - budget( how much to spend?how much to contribute?) -T asks Ss to give some expression for asking for and giving opinions, expressing agreements and disagreement, suggesting and starting preferences -T gives some examples and gets Ss to do some practice with these expressions -Divide the class into small group of 3 or 4 and get them to do task3 -T goes around to check and offer help

-Disccuss in group Asking for opinions What do you think about.? Whats your opinion about? How do you feel about.? Do you have any opinion about..? Giving opinions I think we should../ I feel.. In my opinion,.. Im thinking about.(odering some pizza) Expressing Expressing agreement disagreement I agree Well, may be, I think so, too but. Thats true, and.. That might be true, Thats right, and.. but Well, my feeling is that.. Well, I dont think so.. Suggesting: May be we could What about? Perhaps we can. Should we.? Lets Why dont we..? It would be a good idea if.. How about..?

5. Post - speaking *Task 4(10m) -T elicits or teaches expressions for inviting and persuading Would you like to come..? We would love to have you Please do come. ItSs our pleasure to invite you.. You dont know what youll miss out on if you dont come -T gets Ss do some practice with these structures -Ask some group to report about the parties that theyve planned. 3. Homework (2m) -Ss write a paragraph about a party they have been to

*Group work

Decide which parties would be the most attractive and they would most love to come to

*Whole class

*Comments:

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Period 16

UNIT 3: A PARTY

Listening
I. Objectives By the end of the lesson Ss will be able to: Develop such listening micro-skills as intensive listening for specific information II. Teaching aids Textbook, handouts, cassette tapes . III. Anticipated problems Ss may not have sufficient vocabulary to talk about the topic,so they should be ready to assist them IV. Procedure Teacher s activities Studentsactivities 1. Check the attendance(2m) *Whole class 2. Warm - up(5m) -T divides the class into group of 10 and introdures the game: The groups should generate as many word *Group work related to birthdays and birthday parties as possible -Suggested words: - After finishing T calls on the representative of each Age, balloon, birthday, blow out, cake, group to come to the board and write their list. Then T candle, cards, candy, cookies, chocolate, gets the whole class to count. Each correct word gets confetti(hoa giy), decoration, gift/present, one point. Which group has more points with the game icing, flower, fun, party, song. A.Pre listening (7m) - T gets Ss in pairs to answer the questions and explain their reasons *Pair work Listen and repeat To gather restaurant /'restrnt/ prize Phn thng Birthday cake to decorate icing Kem ph ln bnh gato Slice to clap hands Lt, ming - T helps Ss to pronounce the words on page 36 correctly - T presents the meanings of these word from the class B. While - listening *Task 1(10m) - Get Ss to read through the statements to understand *Whole class them and underline key words *Individual work - Play the tape once for Ss to listen and do the task 1. F(the party began at about 3 in the - Check the answer with the whole class afternoon) - Play the tapes one or two more times and pauses at the 2. F(over 20) answer for them to catch if Ss cant answer the 3.F( at 4:30 they cut the cake) questions 4. T( the party ended at about 6) 5. F( other kids left, only one stayed to *Task 2(10m) help) - Ask Ss to read all questions in task2 - T plays the tape again for Ss to listen and answer the *Individual work and pair work questions Listen and note down the answers - T gets Ss to check their answer with a partner. Then 1. 16 7. at about 6 T checks with whole class 2. Because its noisy and expensive - Play the tape again and pause at difficult points if 3. soft drink and biscuits many Ss can not complete the task 4. At about 4:30 5. It was beautiful and decorated with white Giao vin: Nguyn Thi Xun Hng 32

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and pink icing and 16 colorful candles in the middle 6. They clapped their hands eagerly and sang Happy birthday 3. Home work(3m) Write a paragraph about their own birthday parties *Whole class

*Comments:
.

Tapescript:
Mai is my neighbour. She turned 16 recently and her parents held a birthday party for her. I was one of those envited. The party began at about 3 in the afternoon. There were about 20 of us gathering in Mais house. She didnt like having the party at a restaurant because it is noisy and expensive. We gave presents to Mai and she happily opened them. It must really be exciting to receive all those presents. After that Mais mother served us soft drink and biscuits. We then listened to music and played cards. The winners were given prizes. At about 4:30 Mais mother brought out the birthday cake. It was beautifully decorated with pink and white icing. 16 colorful candles sat in the middle of the cake. We all clapped our hands eagerly and sang Happy birthday as she blew out the candles and cut the cake. We helped ourselves to slices of the delicious cake and sang all the songs that we knew. Finally, at about 6 in the evening the party came to an end. We all tired but happy. The parents of other children came to collect them by motorbikes. I helped Mai and her mother clean up the mess we had made. After that I walked home, which was only 3 doors away.

Period 17

UNIT 3: A PARTY

Writing
I. Objectives By the end of the lesson Ss will be able to: -Define the format and structure of an informal letter of invitation - Write an informal letter of invitation II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may not have enough vocabulary to write a detailed letter of invitation so T should be ready to help them IV. Procedure Teacher s activities Studentsactivities Warm up(7m) Jumbled letter 1. This is my address: 150A Au Co Road *Group work 2. Its a beautiful house and it looks over the West Giao vin: Nguyn Thi Xun Hng 33

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Lake and the Water Park 3. Dear Linda, 4. Guess what!Ive just moved to a new house in Tay Ho District 5. Would you like to come? 6.Please let me know your answer as soon as possible 7. See you 8.My parents are giving a house-warming party this evening around 6:30 p.m 9. Hoa 10. I think Chris and Kim are coming, too 11. Well havePho and some other special dishes A.Pre - writing *Task1 (5m) -Ask Ss to work in pairs to answer the questions in task 1 -Call on some Ss to answer the questions and elicits more ideas from the class. T writes them on the board

-Suggested answer: 3-4-2-8-11-5-10-1-6-7-9

*Pair work 1. Occasions for giving parties: Birthday, graduation, wedding anniversary, moving to a new house, family gathering, Christmas, New year 2. Dressing codes: Formal: dresses, high-heel shoes for women,suits and ties for men Informal: jeans, T-shirt, skirts.. 3. Presents to give: Books, CDs, flowers, ties, pens, bags, hats. *Individual work 1. at my house 2. to come 3. refreshments 4. to cook 5. winners 6. by Monday *Whole class take notes Ha Tay May26,2007 Dear Lan, As the school year is coming to an end, Im giving a farewell party for people to meet up before going away for holiday. Would you like to come? It will be at my place at 7p.m next Sunday. I intend to invite about 10 people, so it will be a small gathering and hopefully, people can socialize more easily. I will be oder some pizzas and buy snacks and fruit. However, you might want to bring some drinks to be shared. There will be dancing and karaoke competion. So, there will be a lot of fun Please let me know if you are keen by Saturday. Just leave me a message on the phone if you cant catch me at home See you 34

*Task 2(5m) -T gets Ss to do the task individually and then compare their answers with a partner -T calls on some Ss to give the answers and write them on the board B.While - writing(20m) - Get Ss to read task 3 and work out the questions - T gives some suggestions for Ss to write: + Party: birthday party, farewell party, house warming party.. +Where: at home, in a restaurant, outdoor,.. +When: during the day, in the evening + Guests: friends, classmates, relatives. + Activities: singing, playing games + Foods and Drinks: cakes, wine, beer, soft drinks, fruits, fruits juice.. -Get Ss to write their letters in 10 minutes, based on the outlines they have produced -Ask Ss to get in pairs, exchange their letters and correct eachother - T goes around and offer help C. Post - writing(6m) Feedback on Ss writing - T chooses one letter and reads it to the class

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- Then T elicits correctives feedback from the class and gives final comments afterwards. Home work(2m) Ask Ss to write a letter to invite their friend to their birthday party

*Whole class

*Comments:

Period 18

UNIT 3: A PARTY

Language focus(1)
I. Objectives By the end of the lesson Ss will be able to: Distinguish the sounds / l /, / r / and / h / Pronounce the words and sentences containing these sounds correctly Distinguish the uses of infinitive and gerund in active and passive voices Use these structures to solve communicative task II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss might have difficulty distinguish and using infinitives and gerunds. Therefore, T should be ready to assist them IV. Procedure Teacher s activities Studentsactivities 1. Pronunciation(10m) Distinguishing sounds *Whole class / r /: Ss curl the tongues more backwark than when they pronounce / l / / h /: Ss move their vocal folds from wide apart to close together Practice sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the *Pair work and individual work given sentences - Call on some Ss to read the sentences again and provides corrective feedback 2. Grammar Exercise 1(10m) a. Presentation - Review the verbs that are followed by an infinitive, a gerund, and both. + infinitive only + gerund only + both Agree arrange Admit avoid Begin stop, *Whole class take notes Ask choose Deny enjoy start Decide demand Keep suggest continue love Give some examples Deserve expect Practice miss like Fail hope Consider finish hate Giao vin: Nguyn Thi Xun Hng 35

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Refuse hesitate Prevent mind remember Intend learn Detest risk forget regret Manage offer Postpone delay try prefer Wait seem Mention Want plan verbs+preposition b. Practice *Individual work - T gets Ss to do Exercice 1 individually then find a -Suggested answers: partner to check their answers with. 1. having 2. getting 3. to tell 4. practicing 5. to see

*Comments:
.

Period 19

UNIT 3: A PARTY

Language focus(2)
I. Objectives By the end of the lesson Ss will be able to: Distinguish the sounds / l /, / r / and / h / Pronounce the words and sentences containing these sounds correctly Distinguish the uses of infinitive and gerund in active and passive voices Use these structures to solve communicative task II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss might have difficulty distinguish and using infinitives and gerunds. Therefore, T should be ready to assist them IV. Procedure Teacher s activities Studentsactivities 1. warm-up & check previous pronunciation( see APENDIX) *Whole class: take notes 2. Practice For homework, ask Ss to review the uses of different verbs tenses that have been covered in the lesson Exercise 2(10m) a. Presentation *Individual work Review the forms of passive infinitive and gerund -Suggested answers: Form: 1.B 2. A 3. B 4. B 5. A Passive infinitive Passive gerund to be + Past Participle being + Past Participle Use: to emphasise the action/event rather than the agent b. Practice - Get Ss to do exercise 2 individually and then find a partner to check their answer - Check with the whole class and provides corrective feedback *Individual work -Suggested answers: 1. D 2. C 3. B 4. B 5. C

*Whole class Giao vin: Nguyn Thi Xun Hng

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Exercise 3(10m) b.Practice - Get Ss to do exercise 3 individually and then find a partner to check their answer - Check with the whole class and provides corrective feedback 3. Consolidation: Crossword 1 C 2 E 3 L 4 E 5 B 6 R 7 A 8 T 9 E 1. The doctor doesnt want to be at home. 2. You cant count on being . By your parents. 3. Did Dick mean to . Sue about the party. 4. I didnt . To up set you. 5. Instead of .. excited about the good news, Tom seemed to be in different. 6. I cant . Getting another speeding ticket. 7. They dislike . To sit in uncomfotable seats. 8. When I told Tim the news, he seemd .. be surprised. 9. He . To open his brief case 4. Homework (5m) Summarises the main points of the lesson Groupwork

*Comments:
. APPENDIX 1) Name the pictures and read them aloud

4 37

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Period 20

TEST YOURSELF A
I. Aims: Ss can understand the content of the test Ss can do the te st well II. Procedure Teacher s activities 1. Check the attendance(2m) 2. New lesson A. Listening (10m) -Ask Ss to read the sentences before listening -Ask Ss to complete the sentences after the 1st listening & then check the answer again after the 2nd & the 3rd listening - Correct B. Reading(20m) -Ask Ss to read the passage and then answer the questions in Reading -Call some Ss to stand up and answer the questions -Listen and give the feedback

Students activities

*Whole class -Suggested answers: 1. A 2. D 3. B

4.D

5. C

*Individual work -Suggested answers: 1. B these people had been childless for 10 years after they were married and were so thrilled to finally have a child 2. to take some photographs of the family 3. The boy was dressed in a smart, brand-new outfit and looked like a little prince 4. B he was interested in the toys 5. He felt that it was delightful and looked forward to the next day to have the film develop Pay attention to the pronunciation of the underlined part of the word 1. nine 2. hour 3. matching 4.jam *Individual work 1. to see 2. to be 3. to phone 4. pay 5. to be met 6. to be appointed 38

C. Pronunciation and Grammar (20m) Pronunciation -Ask Ss to listen and put a tick in the right box -T reads the words for Ss to put a tick Grammar - Revise Ss the grammar about active infinitive and gerund and passive infinitive and gerund -Ask Ss do exercise then call some Ss to go to the board - Correct their mistakes

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D.Writing (20m) -Ask Ss to write about their birthday party (or one of their friends) + Whose birthday party was it? +Where and when was it held? +What did you do there? +How did you enjoy it? - After they have finished T picks up some Ss writing and find common mistakes then asks Ss to correct Extra exercises (15m) Complete the following sentences a. He had a portrait painted as a birthday presenthis daughter b. What do you wantyour next birthday? c. They got married 50 years ago, and today is their 50th d. He will give her a diamond ring..a present after living together for 60 years e. Its their silver anniversary. In other words, theyve been married25 years f. She has just over 30, but shes married ..4 children Ill give a special gift..my husband on his next birthday 3. Homework(3m) - Ask Ss to revise and prepare a 45- minute written test

*Individual wok -Suggested writing: Lan is one of my best friend. We have many things in common so we often meet and do things together. We live on the same street. Its interesting tha her birthday is also in June but a week before mine. So we often helpeach other to celebrate it. Last June we had a very special birthday party. We didnt have it at home as usual but we had our birthday celebration at Sam Son beach during a two weeks 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 bought lots of souvenirs. Though I did no have many presen ts on my last year birthday, bu I enjoyed it most of all.

*Whole class

Tapescript
Ive known James for 25 years. We first met when he moved to my town. He went to a different school but we became friends because he lived next door to me. Weve known each other since then, but we havent kept in touch all that timewe lost contact with each other when I moved to Scotland in the 1970s for my job..I didnt go to James wedding but he came to mine. And now? Well, Ive been living here in Brighton since 1999 and these days I see James about once a week, usually in the park where I walk my dog, or in the pub for lunch with another friends that weve known for about the same length of time. We havent been doing that for very long but its good to get all of us together

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Period 21

ONE PERIOD TEST

(1)

I. Objectives: 1. Education aim: Check Ss understanding about they have learned in Unit 1, 2, 3 2. Knowledge: -Phonetics - Vocabulary in U 1, 2, 3 -Tenses (Present simple, Past simple, Past continuous, Past perfect.) -Form (To infinitive, Gerund, Passive Infinitive, Passive Gerund) 3. Skills: Speaking, reading, writing II. Method: Mainly communicative. III. Teaching aids: Paper test IV. Procedure:

DUC TAN HIGH SCHOOL NO 4 Class: .. Name:

ENGLISH TEST NO 1- GRADE 11 Time allowed: 45 minutes

I/ Choose the underlined part that is pronounced differently: (1pt) 1. A.jam B. January C. village D.bag 2. A. change B. church C. which D. dangerous 3. A. nine B. money C. nose D. sing 4. A. house B. hello C.hat D. hour II/ Choose the best answer: (2pts) 5. She has a train (catch)........................ A. to catch B. catching C. catch D. catches 6. The tea is too hot (drink).......................... A. drink B. to drink C. drinking D. drinks 7. The boy glanced ........................me and turned away. A. in B. on C. at D. with 8. She complains noisily about anything. She is always .......................a fuss. A. doing B. making C. having D.A & C are correct 9. Failing an exam teaches you a ......................and makes you study harder. A. lessons B. class C. lesson D. unit 10. She was in a very ...........................situation. She felt stupid and didnt know what to say. A. happy B. embarrassed C. embarrass D. embarrassing 11. Being seriously ill makes you appreciate your ........................... A. health B. healthy C. head D. work 12. Now, Id like to tell you my most memorable experience. A. forgettable B. unforgettable C. forgetting D. forget III/ Choose the part that underlined is incorrect: (2 pts) 13. By the time he is 25, he had written 20 books. A B C D 14. I break a glass when I was washing the glasses yesterday. A B C D 15. Ive just heard you to break something. What was it? A B C D 16. I heard him talked about you this morning. A B C D IV. Put the verbs in brackets into the correct form : (2 pts) Giao vin: Nguyn Thi Xun Hng 40

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17. By the time the police arrived, the gangsters (go) away. 18. When it (start) ..to rain, they (walk)through the forest. 19. She (be) . in New York when she wrote her first novel. 20. He was quite happy (hear) .the news of their required 550 TOEFL. V. Read the following passage and then answer questions below: (3pts) My best friend My best friend is Sally. We met thirty years ago when we were both five years old. It was my first day at school so I was very unhappy and I wanted my mother. Sally gave me some candies and we became friends immediately. We were together nearly every day until we finished school twelve years later. Then I went to college, but Sally didnt. She got married when she was just eighteen and had three children. I studied for four years because I wanted to be an accountant. I had a lot of new friends, and I didnt see Sally very often. Sometimes we didnt see each other for months, but we often talk on the telephone. Now Im married, too. I live near Sally and we meet every week. Shes a student now, and I have a baby, so we can give each other a lot of advice. Questions: 21. What is the writers best friends name? .. 22. When did he meet her? .. 23. How did they make friends? .. 24. How long did the writer study at college? .. 25. How did they often make a contact with each other? .. 26. What do you think about this friendship? .. --------------------- The end ---------------------

Period 22

CORRECTING TEST 1
I. Objectives: Help Ss check their result and understand more than about test Skills: Listening, speaking, writing, reading II. Method: Mainly communicative. III. Teaching aids: IV. Procedure: I.Phonetics -T reads aloudy and ask Ss to find out the correct answer. - Check their answer -Give the correct answers. II.Vocabulary and grammar -Ask Ss to read the exercise carefully and choose the best answer. Giao vin: Nguyn Thi Xun Hng 41

Giao an tu chon- ting Anh lp 11 c ban -Ask Ss to compare their answers with a partner. - Call on some Ss to give their answers -Feedback and give the correct answers. II.Speaking -Ask Ss to compare their answers with a friend. -Call on some SS to give their answers. -Feedback and give the correct answers. III. Reading -Ask Ss to work in pairs and answer the questions -Go around and help. Give some new words . -Check Ss' asnwers. -Feedback and give correct answers.

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V. Writing -Ask Ss to discuss in groups -Call on two Ss to go to the board and write down. -Ask other Ss to read and correct the mistakes if any. -Comment and correct the writing.

Period 23

UNIT 4: VOLUNTEER WORK

Reading
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 aids Textbook, handouts, . III. Anticipated problems Ss may need help with the discussion task, so T should be ready to help them IV. Procedure Teacher s activities Students activities 1. Organization Put some questions: Greeting ! How are you today? Answer the questions What is the date today? 2. Warm up(5m) Network -T prepares hangouts with network of the work volunteer *Whole class *Group work Outline : Giao vin: Nguyn Thi Xun Hng

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Volunteer work

*Whole class A.Pre reading (10m) -Ask Ss to look the picture on page 46 and ask them some questions: +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 -Give some comments and suggestions. + The saying means that if you help sb by giving some money, its just a temporary solution. Its better to instruct them how to make money legally by teaching them necessary working skills *Whole class Pre-teaching vocabulary Volunteer(n) To volunteer to do st/for st Voluntary(a) Voluntarily(adv) The aged = the old Orphanage(n) To overcome To participate in = to take part in To suffer Remote(a)= far away Handicapped(a) ['hndikpt] Disadvantaged(a) -Ask Ss to make sentences with above words to check their understanding - Ask Ss to practice reading vocabulary - Listen and check their pronunciation B. While - reading *Task 1(5m) - T asks Ss to work individually to do the task and exchange their answers with other Ss - T asks Ss for their answers and gives the correct *Task 2 (10m) -Ask Ss to read the statements to understand them Give examples -He volunteers to teach the poor children -I want to participated in play the game -He overcame the bad habit of smoking during the meals -She is teaching the boy to read -It means that your little contribution and help may lead to significant results/ may greatly change a persons life - It tells me that everybody, no matter what they are young or old, can do volunteer work

Speak out

*Individual work 1. voluntary 3. volunteers

2. voluntarily 4. volunteered

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- Ask Ss to work individually to do the task,then discuss their answers with their partners - Call on some Ss to give their answers and asks other Ss to say whether they agree or disagree *Task 3(6m) - Ask Ss to read the questions before reading the text carefully again to find the answers - Call on some Ss to write their answers on the board and ask them to explain their choices

3. B(line3-4, para4) 4. D(last paragraph) 5. B.(A:too general, C&D do not cover the whole text *Individual work and pair work 1. 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 overcome their difficulties 3. They volunteer to work in remote or mountainous areas *Pair work

C.Post reading (5m) - Ask Ss to work in pairs to discuss the questions in the book - Go around to help Ss when necessary - When all pairs have finished. T asks every two pairs to share ideas - Call on some Ss to report their ideas to the class 3. Homework (2m) - T sumarises the main points of the lesson - Ask Ss to learn by heart all new words

*Whole class

*Comments:
.

Period 24

UNIT 4: VOLUNTEER WORK

Speaking
I. Objectives By the end of the lesson Ss will be able to: Talk about different kinds of activities related to volunteer work II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them IV. Procedure Teachers activities 1. Check the attendance(2m) 2. Warm - up(5m) Play a game: Grid words -Ask Ss to look at some pictures (handout) and describe the activity in each picture in one sentence below: Studentsactivities

Look at handouts and describe the activity in each picture in one sentence. *Group work Answers: a. Joining the Green Saturday Movement (colleting 1-d the rubbish) 2-f b. Taking part in directing the traffic. 3-a c. Examining the poor peoples health in remote and 4-c Giao vin: Nguyn Thi Xun Hng 44

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mountainous area. d. Building the house for the poor or the old who live alone. e. Teaching the poor children. f. Helping the examinees during the University entrance exam period. - Check SS answer

3. Pre - speaking *Task 1(8m) -Ask Ss to work in pairs to decide which of the activities in the book are volunteer works. -Call some Ss to give their answers and asks for comments from other students

-Suggested answers: 1. The activities are not volunteer work: Taking part in an excursion and participating in an English speaking club 2. some volunteer activities: taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Viet Nam to compete *Whole class and pair work

4. While - speaking *Task 2(15m) - Before Ss do the task, T asks them to read the model conversation on page 50. Then Ss read the list of volunteer activities and the exact things related to them - T can elicit or explain some words quickly - T requires Ss to match each activities on the left with corresponding activities on the right Suggested answers: - Teaching the children to read and write - Giving them money - Cleaning up their houses Helping old or - Doing their shopping sick people - Cooking meals - Teaching the children to read Helpingdisadvanta and write ged or - Listening to their problems handicapped - Playing games with them children - Taking them to places of interest Taking care of - Listening to their problems invalids and the - Clean up their houses families of - Doing their shopping martyrs - Cooking meals Taking part in - Directing vehicles at the directing the intersection traffic - Helping old people and young children to cross the road - Ask Ss to use the suggestions to make similar dialogues Helping people in mountainous areas

+ War invalid ['invli:d]: thng binh + Martyr(n) ['m:t] lit s + Intersection: ng giao nhau, ng ba, ng t + direct the traffic: hng dn giao thng + vehicles ['vikl; 'vi:hikl]: Xe c

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-After they have finished T calls on some pairs to act out their conversation -T elicits feedback from the class and give final comments 5. Post - speaking *Task 3(12m) -Ask Ss to work in group to talk about a kind of volunteer work their friends and they usually do to help people - Ask Ss to read through the example in the book before practicing talking about one activity their partner takes part in - Call on some Ss to talk about the activities they take part in - T elicits feedback from the class and gives final comments 6. Homework(3m) - T summarises the main points of the lesson - Learn by heart the new words - Prepare the next period listening

*Pair work

*Group work Ex: Mai usually takes part in directing the traffic. She directs vehicles at the intersections. Besides, she helps old people and young children to cross the road. She enjoys the work very much because she likes helping people

*Whole class

*Comment:

Period 26

UNIT 4: VOLUNTEER WORK

Listening
I. Objectives By the end of the lesson Ss will be able to: Develop such listening micro-skills as intensive listening for specific information and taking notes while listening II. Teaching aids Textbook, cassette tapes,handouts, . III. Anticipated problems Ss may not be familiar with the note-taking task so T should provide them some tips to deal with the task IV. Procedure Teacher s activities Students activities 1. Check the attendance(2m) *Whole class 2. Warm up(5m) Competition game- Slap the board *Group work War invalid, martyr, intersection, the aged, orphanage, remote, suffer 3. Pre listening (10m) -Ask Ss to read through the questions and choices on page 51 and makes sure Ss understand all them *Individual work Giao vin: Nguyn Thi Xun Hng 46

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-Ask Ss to discuss the questions in pairs -Call on some Ss to report on their partners answers Vocabulary Pre- teaching Fund-raising activities Donation Informal school Organization for Educational Development Co-operate(v) Disadvantaged children Co-ordinate(v) [kou':dineit] Sponsor(n)[ 'spns] 4. While - listening *Task 1(10m) Set the scene: Now you are going to listen to a passage about Spring School, a special school in HCM City - Ask Ss to read the sentences in task 1 then lisen and fill the missing information - Play the tape once for Ss to do the task - Ask for Ss answers and write them on the board - Play the tape the second time for Ss to check their answers *Task 2(9m) - Ask Ss to read the questions in task 2 before listening to the tape again -Play the tape again for Ss to do the task. - Get Ss to work in pairs and check their answers - Call on some Ss to give the answers and elicit feedback from other Ss. If many Ss cant complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch

*Whole class Cc hot ng gy qu Vt/tin quyn gp Trng hc khng chnh thng T chc pht trin gio dc Hp tc Tr em thit thi Phi hp Nh ti tr

*Individual work -Suggested answers: 1. informal 2. 30 street children 3. 250 children 4. 1998 5. volunteersJune *Pair work -Suggested answers: 1. It provides classes to disadvantaged children in HCM City 2. Dance, theatre, singing and circus classes were set up in 1999 3. Because they need money to continue their English and Performance Art classes 4. They dance, sing and play music at one of the largest hotels in HCM City 5. B they need help to contact sponsors and expand the school activities *Whole class

5. Homework (2m) Ask Ss to learn by heart all new words and prepare listening

*Comments:
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Tapescript:
Sping School is an informal school. It provides classes to disadvantaged children in HCM City. Around 30 street children live and study at the school and about 250 children with special difficulties from District 1 regularly attend classes The Organisation for Education Development co-operated with Sping School to set up English classes in 1998. Dance, theatre, singing and circus classes were set up a year later. Children from these classes participate in fundraising perfomances. They raise money to continue their English and Performance Arts classes. Giao vin: Nguyn Thi Xun Hng 47

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Spring School requires volunteers to help organize their fundraising dinner held annually in June. This is an exciting night in which children perform circus, theatre, dance, and singing at one of the largest hotels in HCM City. They also need foreign volunteers to contact sponsors and help to expand the school activities. Volunteers are required from February until July to help orgnise these events. It is hoped that more schools like Sping School will soon be found in other cities in VN

Period 27

UNIT 4: VOLUNTEER WORK

Writing
I. Objectives By the end of the lesson Ss will be able to: Write a thank- you letter to a donor to acknowledge the donorSs contribution II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV. Procedure Teacher s activities 1. Check the attendance(2m) 2. Warm up(5m) Quiz- a formal letter 1. You write your address in..of the letter 2. The addresss of the receiver should be written on.starting below our address 3. We can write.on the right or the left on the line after the address you are writing to 4. When the letter starts Dear Sir/Madam, you end it with. 5. When the letter starts Dear Dr Smith, you end it with. 6. It is not a good idea to usesuch as Im or cant. 3. Pre - writing *Task 1(13m) - Ask Ss to read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs - Call on some Ss to give the answers - Ask Ss to read the letter again and do task1 individually - T checks Ss answer by asking some Ss to read their answer out loud - Elicit corrective feedback from other Ss and give the correct answers when necessary Studentsactivities

*Group work 1. the top left- hand corner 2. the left 3. the date 4. Yours faithfully, 5. Yours sincerely, 6. contractions

4.While - writing *Task 2(16m) -Before Ss write the letter, T asks them to read the instruction carefully - T gets Ss to write the letter in 15 minutes * Individual work Giao vin: Nguyn Thi Xun Hng

*Pair work The sample letter is written to thank a donor for donating money donor /'doun/: ngi cho, ngi tng *Individual work - The opening of the letter: sentence 1 - The donated amount: sentence 1 - The way the money is used:sentence 2 The way the receipt is issued: sentence 3 -The gratitude on the donor:sentence 4 -The closing of the letter:yours faithfully

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5. Post writing (7m) -Ask Ss to exchange their writing with another student for peer correction - Go around and collect mistakes and errors - Collect some writings for quick feedback - Write Ss typical errors on the board and elicits self and peer correction - Finally, T provides general comments on the letter

9 Chuong Duong Street Hoan Kiem District Hanoi 30 May, 2007 Dear Sir, On behalf of New Future School, I would like to thank you for your generous donation of VND 1 million. Your contribution will make it possible for us to build our school library. A good library can help the students very much in their studying. We will issue a receipt as soon as possible Once again thank you very much for your kindness. We hope to receive more assistance and cooperation from your company in the future I look forward to hearing from you soon Yours faithfully Le Thi Hoa Principal of New Future School *Whole class

6.Homework (2m) - T summarises the main point of the lesson - Ask Ss to improve their writing, taking into consideration their friends

*Comments:
..

Period 28

UNIT 4: VOLUNTEER WORK

Language focus(1)
I. Objectives By the end of the lesson Ss will be able to: Distinguish the sound /w/ and /j / Pronounce the words and sentences containing these sounds correctly Use gerunds, present participle, perfect gerunds and perfect participles appropriately II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain IV. Procedure Teacher s activities Studentsactivities Pronunciation(10m) Pronouncing the two sounds separately /w/: is a voiced labial-velar a pproximant. It is *Whole class articulated with the back part of the tongue raised Notes: /w/ cm khi ng u v theo sau l r toward the soft palate and the lips rounded Ex: write, wrong, Giao vin: Nguyn Thi Xun Hng 49

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/j /: is a voiced palatal approximant. It is articulated with the middle or back part of the tongue raised agaist the hard palate -T plays the tape (or reads) once for Ss to hear the words containing these two sounds. Then T plays the tape(or reads) again and this time asks Ss to repeat after the tape (or T) Pronouncing words containing the sounds - T reads the words and asks Ss to repeat them -T asks Ss to practice pronouncing the words in pairs - T asks some Ss to pronounce the words and gives correction if necessary Practicing sentences containing the target sounds - T reads the sentences and asks Ss underline the words with the sounds and write / w/ and / j / under them - Ask Ss to practice the sentences in pairs - ask some Ss to read the sentences and give feedback Grammar 1. Gerund(10m) A. Presentation Review the form and uses of gerund. The gerund can be used: a. as a subject of the sentences: b. as the complement of the verb tobe c. after prepositions d. after a number of phrase verb which are composed of a verb + preposition/ adverb to look forward to, to give up, to be for/against, to take to, to put off, to keep on. e. in compound nouns a driving lesson, a swimming pool, bird- watching f. after the expressions: cant stand/help, its no good/use, its worth B. Practice Exercise 1 - T asks Ss to do exercise 1 individually and then compare their answers with another student - T calls on some Ss to read out their answers - T elicits peer correction and gives correct answer if necessary Homework (2m) - Summarises the main point of the lesson - Ask Ss to learn by heart all points that have been covered in the lesson and give more examples

/w/ cm khi ng trong mt s t Ex: who, whose, whole, two, answer, /j/ : y, u ng u t *Individual work

*Pair work

*Whole class take notes Give examples - Reading helps you learn English - Her favorite hobby is reading - She is good at learning English - I look forward to hearing from you soon - He kept on asking for a discount(giam gia) -I cant stand being stuck in traffic jams -Its no use/good trying to persuade him *Individual work pair work -Suggested answers: 1. listening 2. bending 3. behaving 4. meeting 5. spending 6. waiting 7. starting *Whole class

*Comments:
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Period 29

UNIT 4: VOLUNTEER WORK

Language focus(2)
I. Objectives By the end of the lesson Ss will be able to: Distinguish the sound /w/ and /j / Pronounce the words and sentences containing these sounds correctly Use gerunds, present participle, perfect gerunds and perfect participles appropriately II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain IV. Procedure Teacher s activities 2. Present participle(10m) A. Presentation The present participle is used in the following ways: a. as part of the continuous form of a verb b. after verbs of movement/position in the pattern: verb+present participle c. verb + object+present participle d. as an adjective e. verb + time/money expression+present participle Ex: I spend 2 hours doing this exercise Dont waste time playing computer games f. Catch/find + object+ present participle g. to replace a sentence or part of a sentence or part of a sentence Ex: Singing to himself, he walked down the road B. Practice Exercise 2 - Ask Ss to do exercise 2 in pairs - Ask them to compare answers with another pair - Call on some Ss to go to the board to write their answers - Ask the other Ss to feedback and give correct answers 3. Perfect gerund and perfect participle(7m) A. Presentation a. Perfect gerund Form: having + PII Use:- the Perfect gerund can be used instead of the present form of the gerund when we are referring to a past action Ex: He was accused of deserting his ship= he was accused of having deserted his ship It also is used to emphasize completion in both the Studentsactivities *Whole class take note Give examples - I am working/ She was dancing - I go shopping everyday - He came running towards me - I heard someone playing the guitar I can smell something burning - It was an interesting film Its a bit worrying when the police stop you Ex: If I catch you stealing my apples again, Ill tell your parents We found our dog lying in the bathroom *Pair work -Suggested answers: 1. burning/rising 2. reading 3. lying 4. shopping 5. preparing 6. trying 7. modernizing

N c dng thay th cho hnh thc hin ti ca danh ng t khi chng ta cp n mt hnh ng trong qk N cn dung nhn mnh s hon thnh ca hng ng c qk v tng lai ex:the retired teacher recalled having taught 51

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b. Perfect participle -Form: having+PII -Use: + the Perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject (Phn t hon thnh c th c dung thay cho hin ti phn t trong cu c 2 hnh ng xy ra lien tip cng mt ch ng) + The Perfect participle emphasizes the the first action is complete before the second one starts Phn t hon thnh cn nhn mnh hnh ng th nht hon thnh trc khi hnh ng th 2 bt u) + The Perfect participle is necessary when there is an interval( khong t/g) of time between the two actions (Nht thit phi dung phn t hon thnh khi c mt khong t/g gia 2 hng ng) + It is also used when the first action covered a period of time (N c dung khi hnh ng u tin ko di trong mt khong t/g) Ex: Having been ill for a long time. He appreciated his health more B. Practice Exercise 3(6m) - T asks Ss t to do exercise 3 individually and then compare their answers with another student - T calls on some Ss to read out their answers - T elicits peer correction and gives correct answer if necessary Homework (2m) - Summarises the main point of the lesson - Ask Ss to learn by heart all points that have been covered in the lesson and give more examples

Ex: Switching off the light, we went to bed= Having switched off the light, we went to bed

Ex: She bought a bike and cycled home Having bought a bike, she cycled home

Ex: Having failed twice, he didnt want to try again Ex: He had been living there for such a long time that he didnt want to move to another town Having lived there for such a long time that he didnt want to move to another town

*Individual work -Suggested answers: 1. having made 2. having been 3.having been 4. having tied 5. having read 6.having taken *Whole class

*Comments:
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Period 30

UNIT 6: COMPETITIONS

Reading
I. Objectives By the end of the lesson Ss will be able to: Develop such reading micro-skills as scanning for specific ideas and identifying meaning in text Use the information they have read to discuss the related topic II. Teaching aids Textbook, handouts, pictures about competitions. III. Anticipated problems Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks IV. Procedure Teachers activities Studentsactivities Warm up(6m) - Get Ss to work in pairs, matching the 4 given competition with the correct pictures on page 66 *Pair work - Check the answer with the whole class - Get Ss to tell which of these competition they like a. Quiz: Road to Mount Olympia most and why. T gets Ss to name some other b. London Marathon competitions that they know or have ever c. Sao Mai Television Singing contest participated in and elicits their comments on the d. Olympic Games events Pre - reading (10m) - Introduce the topic of the lesson and get Ss to *Pair work work in pairs and answer the questions on page 67 1. Yes, Because I want to overcome myself - Call on some Ss to answer the questions. Ask Ss 2. Yes, I do. I like to win in Quiz:Road to Mount to give reasons for their answers. T helps Ss to Olympia express their ideas 3. No, it isnt. Because I think the most important thing is having a chance to participate in a competition, learning from other competitors Vocabulary pre- teach and enjoy ourselves Representative(n) [,repri'zenttiv] ngi ai din Competition(n) [,kmp'tin] cuc thi u to compete against / with somebody in / for tranh ua vi ai something competitive(a) [km'pettiv] competitor(n) [km'petit] to take part in st/doing st = to participate in st/doing st stimulate(v) ['stimjuleit]- stimulation(n) khuyn khich annual(a) ['njul] = yearly sponsor(v,n) ['spns] u, bao tr judge(n) ['dd] gim kho announce(v) ['nauns] thng bao - Ask Ss to practice the new words and make sentences from the new words - Then ask Ss to guess what they are going to read about While - reading Giao vin: Nguyn Thi Xun Hng 53

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Set the scene: You are going to about a schools competition *Task 1(8m) - Get Ss to read the passage silently and then do Task 1 - Check the answers with the whole class - Check Ss understanding all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese *Task 2(10m) - Ask Ss skim the 6 questions to understand them - Ask them to read carefully the passage again - Then T gets Ss to check their answer with a partner - Call on some Ss to read aloud their answer and ask them to explain their choices - Give the correct answers

*Individual work -Suggested answers: 1. d 2. f 3. e 4. c

5. b

6. a

*Individual work and pair work 1. The representatives of 3 classes of the speakerSs school 2. The aim was to stimulate the spirit of learning English among Ss 3. The Ss Parents Society 4. They had to complete 5 activities in all. On competition of each activity, they had to answer the questions in the worksheets within 2 mimutes 5. They had to observe and score the Ss performance. A maximum score for each activity was 15. At the end of the competition they would announce the total score of each group. The group that got the highest scores will be the winner 6. A set of CDs for studying English and an Oxford Advanced Learners Dictionary *Individual work Pair work -Suggested answers: 1. .to recite/complete the poem because he could not remember the last sentence 2..became the winner of the competition 3. 60 points 4. .. For me the important thing was our participation in the competition and the enjoyment we had from it *Whole class

*Task 3 (8m) dnh cho hs lp A2 - Ask Ss to read Para 5 again and complete the sentences - Call on some Ss to write their answers on the board and ask them to explain their choices

Homework (3m) - T summarises the main point of the lesson - Ask Ss to learn by heart the new words and make sentences from them.

*Comments:

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Period 31

UNIT 6: COMPETITIONS

Speaking
I. Objectives By the end of the lesson Ss will be able to: - Ask for and give information about types of competitions - Talk about a competition or contest II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them IV. Procedure Teachers activities Studentsactivities Warm up (7m) Handouts: GAME SHOW QUIZ From the three suggestions of the game show on TV, *Group work guess the name of the game show -Suggested answers: A: 1. There are 4 competitors in each weekly competition. A: Road to Mount Olympia 2. This game show is for High school students. 3. It is broadcast at 1 p.m every Sunday on VTV3. B: 1. There are three competitors in each weekly competition B: The Wheel Fortune 2. Clues and the number of the letters in words or phrase are very important to contestants. 3. It is broadcast at 12 oclock every Suturday on VTV3. C: 1. There are 100 competitors in each weekly C: Ring Gold Bell competition 2. This game show is for students of a university. 3. It is broadcast at 10 a.m every Sunday on VTV3. D: 1. There are 101 competitors in each weekly D: One versus(vs.) One hundred (Arena competition 100) 2. The official competitors may choose an easy or difficult question in each field. 3. It is broadcast at 9 p.m every Monday on VTV3. *Task 1(10m) -Introduce the task and gets Ss to do it individually -Explain the meaning of the new words. -Call on different pairs to report their answers. T should encourage them to explain why they like or dislike a game/constest and help them to express their ideas when necessary *Task 2(10m) Giao vin: Nguyn Thi Xun Hng 55 *Individual work and pair work compare with their partners Ex: My partner likes..but I dislike it Both of us like/dislike.. Neither my partner nor I like.. Neither of us like..

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- Introduce the task and call on one or two pairs of Ss to read aloud the sample dialogue - Ask Ss to read the useful expression on page 69 and explain the new words - Giving more structures: Asking for opinions: *Pair work What do you think about..? Whats your opinion about/ How do you feel about? Do you like..? Giving opinions I thinkis / are good/ fun/ great/ wonderful/ perfect/ interesting I think in my opinion. From my point of view.. As I see it - Put Ss into pairs and get them to make similar dialogue, using the structures they have learnt - Go around to check and offer help - After that T calls on some pairs to perform their dialogue *Group work *Task 3(15m) - Put Ss in groups of 3 or 4. T tells each group to choose a famous TV game or competion and work out details about it - Go around to check and offer help - After Ss have finished, T call on each group to come the front. The whole class will ask questions about the game/contest and guess what game, constest it is. *Whole class Homework (3m) - Summarise the main point of the lesson - Ask Ss to write a para about a game show they like

*Comments:
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Period 32

UNIT 6: COMPETITIONS

Listenin g
I. Objectives By the end of the lesson Ss will be able to: Develop extensive listening skills Use the information they have listened to for other communicative tasks II. Teaching aids Textbook, handouts, cassette tapes. III. Anticipated problems Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them IV. Procedure Teacheractivities Studentsactivities Warm - up(7m) Jumbled words -T divides the class into groups of 3 or 4 - Give each group one card containing 10 words whose letters are jumbled and ask Ss to rearrange the letter to make good words. The group which finishes the task first with the most correct words *Group work will be the winner -Suggested answers: The card 1. marathon 2.finish 1. tohamarn 2. sifihn 3. renurn 4. chiatelt 3. runner 4. athletic 5. crae 6. conpahim 7. nurning 8. centadis 5. race 6. champion 9. storp 10. cirang 7. runing 8. distance 9. sport 10. racing Pre listening (10m) - T uses the picture in the textbook to introduce the topic *Whole class + What can you see in the picture? ->We can see two athletes + What event is it? -> Boston Marathon +Where do you think the Boston Marathon might -> USA take place? + What is the Boston Marathon? -> + It is held in the USA + It began at the end of the 19th century + The Boston race is about 42 km + Runners have to go through 13 towns during the race + Who do you think can take part in the Boston -> Atheles race? While - listening *Task 1(14m) Instruction: You are going to listen about the Boston Marathon. Listen and answer T/F questions. Put a tick in the appropriate box - Before listening, ask Ss to read through the statements to understand them and underline keys *Individual work -Suggested answers: 1. T 2. T 57

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words. - Play the tape once for Ss to listen and do the task - Check the answer with the whole class. If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answer for them to catch *Task 2(10m) - T asks Ss to read through the questions in task 2 - Play the tape again for Ss to answer the questions - Get Ss to check their answer with a partner. Then T checks with whole class. T should play the tape again and pause at difficult points if many Ss cannot complete the task Homework (4m) Summarise the main point of the lesson Do exercises in workbook

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/ pair work and whole class -Suggested answers: 1. New York 2. In 1972 3. 8 4. 6164 *Whole class

*Comments:
...

Period 33

UNIT 6: COMPETITIONS

Writing
I. Objectives By the end of the lesson Ss will be able to: Write a letter to reply to the request of information II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may have little experience writing such letter type, so T should be ready to help them IV. Procedure Teachersactivities Studentsactivities Warm - up(5m) Hang-man game - T revises the vocabulary Ss learned in last *Group work lessons Pre - writing *Task 1(10m) -T asks Ss if they want to participate in a * Individual work competition, what information about the When?(the date and time) competition they would like to know and would Where?(the venue) look for. T writes the answers on the board Who?(who can participate, who are the hosts/judges, - T gets Ss to read the letter in task 1 who to contact,ect) individually How?(how to apply to participant, how the contest - Ask Ss to indentify who wrote the letter, for proceeds, how the candidates performance is what purpose, what information she requested assesses,etc) and compare their answers with the ideas on the What?(what is expected of the candidates, what the Giao vin: Nguyn Thi Xun Hng 58

Giao an tu chon- ting Anh lp 11 c ban board While writing (20m) - T gets Ss to read the requirement of task 2 and work out with a peer what they need to include in the reply letter and what kind of language(formal or informal) they need to use. - Get Ss to write their own letters in 10 minutes - T then asks Ss to get in pairs, exchange their letters and correct each other - T goes around to offer help

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Post writing (7m) - T chooses one or two letters and reads it/them to the class - Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss attention to the format of the letter, the organization of ideas and language use. Homework (3m) - Summarise the main point of the lesson - T asks Ss to revise their letters according to their peers suggestions and submit for making in the next lesson

*Individual work and pair work -Suggested writing: English for the World 106 Tran Hung Dao St, Hoan Kiem District Hanoi October 18th ,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 Venue: 106 Tran Hung Dao Number of participant: 25 Entry procedure: Candidates fill an application form to participate We encourage you to apply to participate by 4p.m, October 20. Because this year we limit the number of participants to only 25, 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 regard, Kate Johnson Secretary *Whole class

*Whole class

*Comments:
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Period 34

UNIT 6: COMPETITIONS

Language focus(1)
I. Objectives By the end of the lesson Ss 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. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may have difficulty with the clusters because they dont exist in Vietnamese IV. Procedure Teachers activities Studentsactivities Pronunciation(10m) Distinguish sounds *Individual work and whole class - T models the three clusters /tr/, /dr/, /tw/ for few times and explains how to pronounce them - T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly Practicing sentences containing the target sounds *Pair work -Ask Ss to work in pairs and take turn to read aloud the given sentences - Go around to listen and take notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback Grammar a. Presentation(10m) Reported speech with gerund *Whole class take note and give examples Form: V+(O)+Preposition+(not)+ V-ing Use: We usually use a gerund structure to report thanking, apologies, accusations, and so on. Accuse(buc ti ai )(sb) of, apologise (sb)for, insist on(khng khng), congratulated(sb) on, dream of, warn(sb) against(dn, cnh bo ai ng lm g), prevent (sb)from, thank(sb) for, suspect(sb) of (nghi ng ai v iu g. Note: we dont use'say in this structure. - Some verbs do not need a preposition: Stop, admit, suggest, deny, mention ( cp), propose( nghi) b.Practice Exercise 1(10m) - T gets Ss to do the exercise 1 individually and then find a partner to check their answers with -T checks with whole class and provides corrective

Ex: Sorry, Im late She apologized for being late Ex: I didnt do that She denied doing that It was nice of you to help me. Thank you very much Tom thanked me for helping him Shall we pick you up at school? They suggested picking me up at school *Individual work, pair work and whole class - Suggested answers: 1. John congratulated us on passing our exam 60

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2. Mary apologized for not phoning me earlier 3. Peter insisted on driving Linda to the station

Homework (3m) T summarises the main points of the lesson Ask Ss to revise reported speech with gerund and do exercises in the workbook

*Comments:

Period 35

UNIT 6: COMPETITIONS

Language focus(2)
I. Objectives By the end of the lesson Ss 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. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may have difficulty with the clusters because they dont exist in Vietnamese IV. Procedure Teachers activities Studentsactivities Pronunciation(10m) Distinguish sounds *Individual work and whole class - T models the three clusters /tr/, /dr/, /tw/ for few times and explains how to pronounce them - T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly Practicing sentences containing the target sounds *Pair work -Ask Ss to work in pairs and take turn to read aloud the given sentences - Go around to listen and take notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback Grammar a. Presentation(10m) Reported speech with gerund *Whole class take note and give examples Form: V+(O)+Preposition+(not)+ V-ing Use: We usually use a gerund structure to report thanking, apologies, accusations, and so on. Accuse(buc ti ai )(sb) of, apologise (sb)for, insist on(khng khng), congratulated(sb) on, dream of, warn(sb) against(dn, cnh bo ai ng lm g),

Ex: Sorry, Im late She apologized for being late Ex: I didnt do that 61

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prevent (sb)from, thank(sb) for, suspect(sb) of (nghi ng ai v iu g. Note: we dont use'say in this structure. - Some verbs do not need a preposition: Stop, admit, suggest, deny, mention ( cp), propose( nghi) b.Practice Exercise 1(10m) - T gets Ss to do the exercise 1 individually and then find a partner to check their answers with -T checks with whole class and provides corrective feedback

She denied doing that It was nice of you to help me. Thank you very much Tom thanked me for helping him Shall we pick you up at school? They suggested picking me up at school *Individual work, pair work and whole class - Suggested answers: 1. John congratulated us on passing our exam 2. Mary apologized for not phoning me earlier 3. Peter insisted on driving Linda to the station 4. The teacher accused the boy of not paying attention to what he had said 5. Bob has always dreamed of being rich 6. I warned Ann against staying at the hotel near the airport 7. Her mother prevented Jane from going out that night 6.I warmed Ann against staying at the hotel near the airport. 7.Her mother prevented Jane from going out that night 8. Miss White thanked Jack for visiting her *Individual work, pair work and whole class - Suggested answers: 1. Tom insisted on paying for the meal 2. Mr and Mrs Smith looked forward to meeting their children soon 3. The boy denied breaking the window of the womans house 4. The policeman stopped the customer from leaving the shop 5. The thief admitted stealing Mrs Browns car 6. Ann suggested having a party the next Saturday 7. John and his wife were thinking of buying the house *Whole class

Exercise 2 (12m) - T gets Ss to do the exercise 2 individually and then find a partner to check their answers with -T checks with whole class and provides corrective feedback

Homework (3m) T summarises the main points of the lesson Ask Ss to revise reported speech with gerund and do exercises in the workbook

*Comments:

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Period 36

TEST YOURSELF B
I. Objectives By the end of the lesson Ss will be able to review and consolidation the skills and basic knowledge that they have learned in Unit 4, 5, 6 II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may have difficulty with the clusters because they dont exist in Vietnamese IV. Procedure Teachers activitives Students activitives Warm up(3m) *Whole class -Play an EngLish song Listening -Explain some difficult words before lisenting -Observe and take notes Olive wreath (n) vong hoa mau oliu Glorify (v) ca ngoi Discus throwing: mon nem dia Javelin throwing: mon nem lao Olympiads : Dai hoi the thao -Ask Ss to read the sentences in textbook and guess the listening topic. *Individual work Pair work -Play the tape: -Suggested answers: st 1 : listen and choose the correct answer 1.A 2nd: check the answer, compare with a friend 2.B rd 3 : check and give the correct answer 3.D -Call on some Ss to give their answers. 4.C -Feedback. 5.B Reading -Expainsome difficult words if necessary Tournament (n) : cuc thi u Womens World Cup: cp bng n th gii *Whole class Grow in population: tr nn ph bin -Observe and take notes Final (n): chung kt Outbreak (n): s bng n SARS: hi chng suy gim ng h hp cp *Individual work Pair work tnh -Suggested answers: Host(v): ng cai 1.D -Ask Ss to read and choose the correct answer. 2.B -Go around and help if necessary 3.B -Have Ss compare the answer with a partner 4.C -Call on Ss to give their answers 5.C -Feedback Pronunciation and Grammar * Task 1 *Individual work Pair work -Ask Ss to listen carefully and tick () in the right -Suggested answers: a,1. play 2.drive 3.twice 4.proud box, paying attention to the pronunciation of the underlined part of the words. * Task 2 -Ask Ss to complete the text with the correct form *Individual work Pair work Giao vin: Nguyn Thi Xun Hng 63

Giao an tu chon- ting Anh lp 11 c ban of the verbs in brackets -Ask Ss to work individual, then compare their answer with your friend. -Check Ss answer and give the correct answer.

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Writing
-Ss work in groups, give direction. -Some groups present in front of the class. -Other Ss comment. - Conducts the correction

*Groupwork Sample writing Road to Mount Olympia is a very popular competition for secondary students in Vietnam. It is a general knowledge quiz, which debuted on VTV3 in 1999 and since then has been shown at 10:30 a.m every Sunday on the same channel. The show is sponsored by LG Corp and hosted by several popular speakers such as Ta Bich Loan, Luu Minh Vu, and Tung Chi The copetition last one year and consists of 52 qualifying sessions and a final. There are 4 competitors in each session. These are the representatives of different schools around the country. They are asked questions about sciences and arts. The winner of each weekly session can go to monthly session and compete with other students to win a place at the quarterly session. The winners of the quarterly session can go to the final. The winner of the final will receive a large cash prize. I like the show very much because I can learn a lot from the questions asked in it.

Tapescript
In 776 B.C, the Olympic Games were held at the foot of Mount Olympus to honour the Greek chief god, Zeus. The Greeks emphasized physical fitness and strength in their education of youth. Contests in running, jumping, dicus (nem ia) and javelin throwing, boxing and horse chariot(xe nga) racing were held in individual cities, and the winner of these local contests competed every four years at Mount Olympus. Winners were greatly honoured by having olive wreaths [ri:] placed on their heads, and poems were sung bout their deeds (chin cng). Originally, these were held as games of friendship, and any wars in progress were halted (tam thi dng lai) to allow the games to take place. The Greeks attached (gn lin vi)so much importance to these games that they calculated time in four years cycles called Olympiads dating from 776 B.C

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Period 37

ONE PERIOD TEST (2)


I. Objectives: 1. Education aim: Check Ss understanding about they have learned in Unit 4, 5, 6 2. Knowledge: -Phonetics - Vocabulary in U 4, 5, 6 -Tenses -Form (To infinitive, Gerund, Present participle,) - Reported speech with Infinitive(s) and Gerund 3. Skills: Speaking, reading, writing II. Method: Mainly communicative. III. Teaching aids: Paper test IV. Procedure:

Period 38

Correcting Test 2

I. Objectives: Help Ss check their result and understand more than about test Skills: Listening, speaking, writing, reading II. Method: Mainly communicative. III. Teaching aids: IV. Procedure: Teacher's Activities I.Vocabulary and grammar -Ask Ss to read the exercise carefully and choose the best answer. -Ask Ss to compare their answers with a partner. - Call on some Ss to give their answers -Feedback and give the correct answers. II. Rewrite sentences -Ask Ss to read the exercise Giao vin: Nguyn Thi Xun Hng 65 Students' Activities

Giao an tu chon- ting Anh lp 11 c ban carefully and rewrite sentences -Ask Ss to compare their answers with a partner. - Call on some Ss to give their answers -Feedback and give the correct answers.

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II.Speaking -Ask Ss to compare their answers with a friend. -Call on some SS to give their answers. -Feedback and give the correct answers.

III. Reading -Ask Ss to work in pairs and answer the questions -Go around and help. Give some new words . -Check Ss' asnwers. -Feedback and give correct answers.

V. Writing -Ask Ss to discuss in groups Giao vin: Nguyn Thi Xun Hng 66

Giao an tu chon- ting Anh lp 11 c ban -Call on two Ss to go to the board and write down. -Ask other Ss to read and correct the mistakes if any. -Comment and correct the writing.

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Period 39

World Population
Unit 7:
Lesson 1:

Reading

I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - Use the information they have read to discuss the topic II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them IV. Procedure Teachers activitives Students activitives Warm-up(6m) Lucky number 1. Can you sing a song? *Group work 2. lucky number Giao vin: Nguyn Thi Xun Hng 67

Giao an tu chon- ting Anh lp 11 c ban 3. The noun of populate 4. Which continent has the biggest population? 6.LN 7. the synonym of country - nation Pre reading (10m) Discussing the pictures Ask Ss to look the pictures on page 80 then answer the questions: a) Who can you see in the first picture? b) How many children does the man have? c) How is the house which his family live in? d) What does the man do to earn his living? e) What do two pictures tell you?

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Pre teaching vocabulary To double: tng gp i Average(a) bnh thng, trung bnh Birth- control methods: cc bin php hn ch sinh Family planning: k hoch ho gia nh It is time sb did st: n lc ai phi lm g Ex: It is time he came back home To continue to do st Ex: It continued to rain heavily While - reading Setting the scene You are going to read a passage about the world population. While you read, doing the tasks in text book *Task 1(9m) -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 *Task 2(8m) -Ask Ss how to do this task and ask them to read the questions and underline key words before anwering them -Ask Ss to work individually to do the task, then discuss their answers with their peers -Call on some Ss to give their answer and ask them to explain their choices. T elicits feedback from other Ss and give the correct answers

*Pair work - Suggested answers a) A family with too many children b) 6 children c) They live in an old mud and draw cottage d) He is unemployed so he has to do manual work e) 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 f) The second picture indicates that population explosion can lead to poverty and unemployment *Whole class -Take notes and practice reading vocabulary

Pay attention

*Individual work and pair work -Suggested answers: 1. although 5. figures 2. method 6. limit 3. increases 7. international 4. resources 8. control *Individual work and pair work -Suggested answers: 1. The population of the world in 10.000 B.C was 10 million, in 1750 it was 650 million, in 1850 it was 1300 million, in 1950 it was 2510 million, in 1985 it was 4760 million, in 2000 it was 6.6 billion 2. By the year 2015, the population of the world is expected to be over 7 billion 3. Some scientist say it can, but others say it 68

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cant 4. No, they dont 5. Because they know of no safe way to have fewer children Post reading (10m) -T writes the name of ten countries on the board and ask Ss to work in pairs to order these countries according to their population -Number 1 is the most populated country. And which is the richest, which is the poorest of them Indonesia Russia China Japan Pakistan Nigeria Brazil Bangladesh United States India Homework (2m) -T summarises the main points -T asks Ss to learn by heart all new words and do the exercises in workbook * Pair work 1. China 2. India 3. United States 4. Indonesia 5. Brazil 6. Pakistan 7. Bangladest 8. Russia 9. Nigeria 10. Japan -Japan, China, Pakistan, Bangladesh, India, Indonesia are in Asia -The United States is in North America -Brazil is in South America -Russia is in Eroupe -Nigeria is in Africa -The richest country is the United States, the poorest country is Negeria *Whole class

Notes: phn Post reading dnh cho hs lp A2 *Comments:


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Period 40

World Population
Unit 7:
Lesson 2:

Speaking

I. Objectives By the end of the lesson Ss will be able to: Talk about the causes of population explosion, problems of population booms and solutions to these problems II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help IV. Procedure Giao vin: Nguyn Thi Xun Hng 69

Giao an tu chon- ting Anh lp 11 c ban Teachers activitives Warm - up(6m) Picture description -T shows Ss the following picture and ask them two questions: + What can you see in the picture? + What does the picture tell you?

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Students activitives

*Whole class A man is carring many children by motorbike The picture tells us about overpopulation

*Task 1(10m) -You are going to put the following causes to overpopulation in order of importace and explain your decision. -Ask Ss to read through the causes provided on page 83 -Get Ss to work in pairs to order the causes and remind them to explain their order -Call on some pairs to present their order and ask other pairs if they agree or disagree with their friends answers

*Task 2(7m) Instruction: You are going to work in pairs to list *Pair work the problems facing poor and overpopulated -Suggested answers: countries poor living condition -T asks Ss to read the useful language on page 83. low living standard T reminds Ss that they should match the words/ not enough/expensive food phrases on the left with the words/ phrases on the lack/shortage of right schools/hospitals/teachers/doctors and -T may asks Ss to think of other problems not nurses mentioned in the book unemployment -T calls on some Ss to report their answers and social evils asks other Ss to feedback. T comments and gives corrective feedback illiteracy *Task 3(10m) Instruction: Now you in groups to find out the solutions to the problems of overpopulation *Group work - T gets Ss to read Useful language. T may Observe and take notes. elicit/pre-teach some words/phrases Practice reading some words. Reward and punishment policy: chnh sch -Suggested answers: thng pht To exercise/implement /'implimnt/:thc thi, p raise an awareness of the problems of dng overpopulation To carry out: tin hnh raise the the peoples living standard To raise: nu ln, a ra; xut exercise/implement reward and - T asks Ss to work in groups to do the task. Ss punishment policy may work out other solutions Giao vin: Nguyn Thi Xun Hng 70

*Whole class and pair work -Suggested answers: 1. Many people believe that having many children means happiness 2. People are not aware of the problem of overpopulation 3. Many people believe that having a large family is a form of insurance 4. People are not properly educated 5. Religion doesnt encourage people to have fewer children 6. Fewer children die at birth

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- T goes around to offer help carry out population education - T calls on some Ss to present their groups ideas program/family planning program - T elicits feedback from the class and gives final use birth control methods comments *Task 4(10m) Instruction: Now you are going to work in groups to talk about the problems of overpopulation and offer solutions, using the results of Task 2 and Task 3 -Ask Ss to give a short presentation on the problems of population explosion and the solutions to them - Encourage Ss to use transition signals to make their presentation. T can elicit the list of signals from Ss + first/firstly, second, next *Whole class and group work + also, besides, moreover, in addition, furthermore + the first problems is that/ the next solution is that. + on the one hand, on the other hand, however, but.. - Call on some group representatives to present and asks others to comment. Finally, T gives feedback on Ss presentations and corrects the mistakes and errors Homework (2m) -T summarises the main points *Whole class -T asks Ss to do exercises in workbook

*Comments:
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Period 41

World Population
Unit 7:
Lesson 3:

Listening
71

I. Objectives By the end of the lesson Ss will be able to: Develop such listening micro-skills as listening for specific information and listening for general infromation Giao vin: Nguyn Thi Xun Hng

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II. Teaching aids Textbook, handouts, cassette tapes. III. Anticipated problems Ss may not also be familiar with the note-taking task so T should provide them some tip to deal with the task IV. Procedure Teachers activitives Students activitives Warm - up (7m) Competion game - Crossword puzzele Crossword 1. an area of publish land in a town or a city *Group work where people go to walk, play and relax -Suggested answers: 2. the noun of poor 1. park 3. attractive without being very beautiful 2. poverty 4. without a job although able to work 3. pretty 5. a group of students who are taught together 4. unemployed 6. (of men) attractive 5. class 7. feeling that you would like to sleep or rest 6. handsome 8. not knowing how to read or write 7. tired 9. not young 8. illiterate 10. the synonym of country 9. old 10. nation Pre listening (13m) Discussing the questions -Ask Ss to discuss the questions on page 84 in *Pair work pairs -Suggested answers - Call on some Ss to give their answers and 1. Yes, our world is overpopulated because it comments on the answers has more than 6 billion people - Get Ss to guess what they are going to listen 2. Asia has the largest population with China about the most populated country in the world and India the second Vocabulary Pre-teach - Before writing the new words on the board, T *Whole class helps Ss to pronounce the words given in the Observe and ake notes book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually - T teaches some of these words and those taken from the listening passage: Chu M La Tinh Latin America T l tng dn s Rate of population growth Cc nc pht trin Developing countries Xp hng, th hng Rank(v,n) S gim Fall(n) Th h Generation(n) S thiu Shortage(n) - T gets Ss to make sentences with the words and gives corrective feedback While - listening *Task 1(14m) Instruction: You are going to listen to Dr Brown *Individual work, group work and whole class talk about the world population. While listening, Giao vin: Nguyn Thi Xun Hng 72

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choose the best answer A, B, C or D to complete the statements or answer the questions. - Get Ss to read the options in each question and underline the words that make them different - Get Ss to guess the answer to each question - Play the tape once or twice for Ss to listen and do the task - Check the answer with whole class *Task 2(8m) -Ask Ss to read the questions in task 2 to understand them -Play the tape again for Ss to listen and answer the questions -T gets Ss to check their answers with a partner. Then T checks with whole class. T should play the tape again and pause at difficult point if many Ss cannot complete the task

Homework (3m) -T summarises the main point of the lesson

*Individual work pairwork -Suggested answers: 1. It will be over 7 billion 2. The population growth rates in some part of the world are not the same 3. The reason is the improvement of public health services and medical care 4. They are shortage of foods, lack of hospitals and school, illiteracy, and poor living conditions 5. The experts offered four solutions: to educate people and make them aware of the danger of having more children to provide safe, inexpensive birth control methods to strictly implement a family planning policy to exercise strict and fair reward and punishment policies *Whole class

*Comments:
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Period 42

World Population
Unit 7:
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Lesson 4:

Writing

I. Objectives By the end of the lesson Ss will be able to: Write a descriptions of pie charts, using appropriate language II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV. Procedure Teachers activitives Students activitives

Warm - up(7m)
Competition- Pie chart drawing -T prepares a handout with a table of information. T divides the class into small groups of 4 students and asks Ss to work in groups to transfer the table Grade Number of student Distinction 5 Merit 8 Pass 9 Fail 2 *Group work

Pre writing (13m)


- T prepares a handout with a description of a pie chart and asks Ss to do exercise The chart below shows the distribution of world population by region in 2001 Fill each blank with a word/phrase from the box to complete the desription of this chart Almost comprise conclusion majority making up Oceanias Overall parts quarter respectively Second total vary with The pie chart gives population data for different(1)_of the world.(2)_, the(3)_of the worlds people live in Asia and Africal Asia has(4)_60% of the worlds people,(5)_3712 million. The (6)_biggest area is Africa. It (7)_813 million, less than one-(8)_the size of Asias population. Together, Europe, North and South America, and Oceania(9)_just over quarter of the worlds population. Erope has 726 million, while North and South America account for 527 and 317(10)_. Finally, (11)_tiny population makes up less than one percent of the world total. In (12)_ populations(13)_greatly by region, with Asia and Africa(14)_the biggest proportion(s cn xng, s cn i)

*Pair work New words +To comprise: bao gm +Majority(n) phn ln +To make up chim(bao nhiu %....) +To total: tng s +Respectively(adv) tng ng,ln lt + overall (a) :nhn chung -Answer key 1. parts 8.quarter 2. overall 9.comprise 3. majority 10.respectively 4. almost 11. Oceanias 5. with 12.conclusion 6.second 13.vary 7.totals 14.making up

While - writing(15m)
Before Ss describe the pie chart on page 86 T asks them to work in pairs to analyse the chart, focusing on the following questions: + What does the pie chart show? *Whole class, pair work & individual work -Sample writing: The pie chart shows the distribution of the world population. From the chart, it can be 74

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+ 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? -T checks the answers with whole class - Then Ss work individually to write the description of the pie chart, using the sentence given in the book to begin their description - T goes around to observe and offer help. Post - writing(8m) - T asks Ss to exchange their writing with another student for peer correction - T goes around and collects mistakes and errors - T writes Ss typical errors on the board - T provides correction only when Ss are not able to correct the errors Homework (2m) -T summarises the main points -For homework, T asks Ss to improve their writing, taking in consideration their friends and TSs suggestions and correction and do the extra exercise

seen that the world population is distributed unevenly through regions. South Asia accounts for 32 % of the worlds population. The second largest area is East Asia with 26% less than South Asia. Europe ranks third with 15%. Coming next is Africa have 14% of the world population. Finally, Oceania is the least populated region with the smallest percentage of 2% As can be seen, the greatest concentration of the worlds population is in Asia, with Europe far behind. *Pair work and whole class

*Whole class

*Comments:
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Period 43
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World Population
Unit 7:
Lesson 5:

Language focus

I. Objectives By the end of the lesson Ss will be able to: - Distinguish the clusters /kl/,/gl/,/kr/,/gr/, and /kw/ - Pronounce the words and ialogue containing these clusters correctly - Use condition sentences (types 1,2 and 3) and conditional sentences in reported speech appropriately II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may find it difficult to pronounce the clusters, so T should prepare a lot of practice IV. Procedure Teachers activitives Students activitives Pronunciation(12m) Distinguish the sounds -T models the clusters /kl/, /gl/,/kr/,/gr/, and /kw/ for few times and explains how to produce them. - T plays the tape (or reads) once for Ss to hear the words *Whole class, individual work and pair containing these cluster. work - Ask Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects it. Practicing the dialogue containing the target sounds - T asks Ss to work in pairs and take turn to read aloud the given dialogue on page 87 - T goes around to listen and takes notes of the typical errors - T calls on some Ss to read the dialogue again and provides corrective feedback Grammar (15m) 1. Revision of conditional sentences(type 1,2 and 3) a. Presentation Pay attention Type If -clause Main clause Give form and examples 1 If + S + V(simple S + will + V-infinitive - If I run, I will get there in time present) - If I were you, I wouldnt go there 2 If + V(simple S + would/could + V- infi - If I had studied harder, I would have past) passed the exam. Be(were) 3 If + had + PII S + would have+ PII b. Practice Exercise 1 -Ask Ss to do exercise 1 individually and then compare their answer with another student -Call on some Ss to read out their answer

*Individual work - Suggested answers: 1. would drive 4. will take 76

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Exercise 2 -T asks Ss to do exercise 2 in pairs and then compare answers with another pair -T calls on some Ss to go to the board and to write their answer 2. Conditional sentences in reported speech(10m) a. Presentation - T writes some conditional sentences in reported speech on the board and asks Ss 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 + If you had followed my advice, you would have been the winner said her mother Her mother said if she had followed her advice, she would have been the winner -T elecits the comments from Ss and make clear that: + Conditinal type 1: we apply all the necessary changes as usual(changes of verb tenses, pronouns, adverbs of time and place + Conditional type 2 and 3: we do not change the verb tenses, but we follow the rules to change pronouns, adverbs of time and place b. Practice(6m) Exercise 3 - Ask Ss to do exercise 3 individually, Ss have to change the conditional sentences into reported speech - Ask Ss to compare answers with another student - Call on some Ss to go to the board to write their sentences - Ask other Ss to feedback and give correct answers

*Pair work -Suggested answers: 1. had been told 4. wouldnt have bought 2. had realized 5. had studied 3. wouldnt have been

*Whole class, individual work and pair work Give comments and examples then take notes

*Individual work Pair work - Suggested answers: 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 3. They said to me that if it didnt rain they would go out with me 4. The man asked the woman what she would do if she were a billionaire 5. The man said to me that if I had asked him he would have lent me his motorbike 6. The man said to his daughter that they would be very disappointed if she didnt come 7. The boy said to the girl he was sure they would understand if she explained the situation to them *Whole class

Homework (2m) T summarises the main point of the lesson For homework,Ss review the point that have been covered in the lesson and do exercises in workbook

*Comments:
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Period 44

Unit 8:

Celebrations

Lesson 1: Reading
I. Objectives By the end of the lesson Ss will be able to: - Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context - Use the information they have read to discuss the topic II. Teaching aids Textbook, handouts, real objects and pictures concern to Tet holiday . III. Anticipated problems Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them IV. Procedure Teachers activitives Students activitives

Warm- up(6m)
Brainstorm - T shows some real objects and pictures such as the pictures of Banh Chung, peach blossom, kumquat tree., real objects as red envelops, a box of candied fruits. - T points the pictures and real objects and ask questions: + What do you think of when you see this? + Why so? + What do you often do before Tet? *Pair work I think of Tet holiday Because they are the symblols of Tet Clean and decorate the house, go shopping to buy new clothes, candied fruits, make Banh Chung.

Pre reading (10m)


Discussing Tet holiday -Ask Ss to look at the picture on page 90 and discuss the 3 questions in pairs - T goes around to offer help - T calls on some Ss to present their answer and elicits comments from other Ss. T gives feedback if necessary 1. What time of the year is it? 2. What are the people in the picture doing? 3. What else do you see in the picture?

*Pair work ->It is Spring and it should be Tet holiday because we can see peach blossom and kumquat tree full of ripe fruits ->The grandmother is giving her niece and nephew some lucky money. The girl, the boy and their parents good health and happiness ->In the picture we can see a five-fruit tray on the ancestral altar and a dish of fruits, a tray of candied fruits and a banh chung on the table.

Pre -teaching vocabulary Lunar New Year Giao vin: Nguyn Thi Xun Hng 78

Giao an tu chon- ting Anh lp 11 c ban To fall between..and To spead: To be full of Candied fruit Peach blossom /pi:t'blsm/ Apricot blossom /'eiprikt 'blsm/ Positive comments: -Ask Ss to make sentences with the above words to check their understanding

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Tt m lch Ri vo khong thi gian t n Ko di y, nhiu Mt Hoa o Hoa mai Nhng li ni tt p

While - reading
Setting the scene You are going to read a passage about Tet holiday in Vietnam. While you are reading, do the tasks in textbook *Task 1 (6m) -Find the meanings of the words. You can also use your dictionary - T writes these words on the board - Ask Ss to read the passage quickly and stop at the lines that contain these words to guess their meaning 1. grand: impressive and large 2. banner: along piece of cloth with a message on it that is carried between two poles or hung in a public place to show support for st 3. sugared apples 4. agrarian: connected with farming and the use of land for farming 5. pray: to speak to God especially to give thanks or ask for help 6. excitement: the state of feeling excited *Task 2 (5m) -Ask Ss to work individually to do the task and discuss their answers with their partners -Call on some Ss to give their answers and ask them to explain their choices

*Whole class pay attention

*Individual work Trng i, honh trng Biu ng, bng rn To tm ng Thuc v nng nghip Cu nguyn S ho hc, nhn nhp *Individual work and pair work -Suggested answers: 1. F (It falls sometime between 19th January and 20th February) 2. F (Its just for agrarian people) 3. T 4. F (according to the passage, lucky money tends to be given to children) 5. T 6. T *Individual work and pair work -Suggested answers: 1. It falls sometime between 19th January and 20th February 2. Tets preparations and celebrations used to be pread over months 79

*Task 3(6m) -Ask Ss to work individually to do the task, then discuss their answer with their peers -Call on some Ss to write their answers on the board and ask them to explain their choices

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Post reading (10m)


-Ask Ss to work in groups to tell each other about their last Tet holiday -When all groups have finished, T calls on some Ss to report their ideas to the class

3, They are decorated with coloured lights and red banners 4. They buy gifts, clean and decorate their houses and cook traditional foods 5. It is made from sticky rice, green beans and fatty pork 6. Mut is candied fruit 7. Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games.. *Group work

Homework(2m)
-T summarises the main points -Ask Ss to learn by heart all of the new words and give examples -Ask Ss to write a short paragraph (abvout 100 120 words) to tell about the Tet holiday. *Whole class

Note: phn post reading dnh cho hs lp A2 *Comments:


...

Period 45

Unit 8:

Celebrations
Speaking

Lesson 2:

I. Objectives By the end of the lesson Ss will be able to: Talk about the celebrations of Tet and other festivals activities II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may have limited linguistic resources for discussion, so T should be ready to assist them IV. Procedure Teachers activitives Students activitives Warm - up(8m) Noughts and crosses Ask Ss to make sentences from the words in the table Work in group of 4 students Giao vin: Nguyn Thi Xun Hng 80

Giao an tu chon- ting Anh lp 11 c ban Peach blossom Lucky money Kumquat tree Exchange wishes Special Tet foods Candied fruits Banh chung

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Relatives and Pray friends *Task 1 (8m) -Ask the whole class to read the dialogue silently -And ask them what points are metioned in the dialogue -Then ask Ss to practice the dialogue in pairs -Call some pairs to act out the dialogue and give comments *Task 2(14m) -Ask Ss to look at the 3 pictures on page 93 and work out the name of each holiday. What celebration is in each picture? How do you know? -T checks with whole class and gives out the correct answer -Ask Ss to list the activities people usually do in these holidays and write them quickly on the board so that Ss can compare these with the information they will deal with -Call on some Ss to give the answer and ask other Ss to feedback. *Task 3(13m) -Get Ss to work in pairs to ask and answer about the holiday in task 2. T asks Ss to add any information about holiday they know to make the D more interesting Useful expressions: What do yoy know about? When is it exactly? What do people often do at / on? Oh, that sounds really interesting.

*Pair work Useful expressions: When is it exactly? What do people often do at / on? Oh, that sounds really interesting.

*Whole class Pic1: Mid- Autumn festival (children / lanterns) Pic 2: Thanksgiving (party / roast turkey) Pic 3: Valentines Day (love cards / gifts) 1. c C 2. a A 3. b B *Pair work Model: A: What do you know about Mid Autumn Festival? B: People celebrate the largest full moon in the year and its a special day for children. A: When is it exactly? B: It falls on the fifteenth day of the 8th lunar month. A: What do people do on that day? B: People eat mooncakes, fruit, drink tea and admire the full moon. A: What about the children? B: Children have mooncakes and lots of fruit. Then they carry their beautiful glowing lanterns along the streets in their neighbourhood. Dragon dance is also a special activity on this day. A: Oh, that sounds really interesting. *Whole class

Homework (2m) -T summarises the main points of the lesson -Ask Ss to do exercises in workbook

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*Comments:
...

Period 46

Unit 8:

Celebrations

Lesson 3: Listening
I. Objectives By the end of the lesson Ss will be able to: Develop the listening micro-skill of intensive listening for specific information II. Teaching aids Textbook, cassette tapes , handouts, . III. Anticipated problems Ss may not have difficulty doing the first task, so T should be ready to give them some strategies IV. Procedure Teachers activitives Students activitives Warm - up (9m) Competition game- Guessing game -T divides Ss into 2 groups: A and B *Group work -T tells Ss the rule of the game: One member from each group will go and stand in the front of the class The word/phrase T may write on the board are: with their back facing the board. T will write the Thanksgiving, Mid-Autumn festival, grand, pray, word/phrase which was learnt from the previous agrarian, lucky money, Peach blossom lesson on the board. Other Ss from each group have Apricot blossom. to explain the word without mentioning it or translating it into Vietnamese so that their *Whole class pay attention representative can guess the word. The student with the quickest and correct answer will get 1 point for *Pair work their group. Ss take turn to be the representative. After some turns, the group with more points will be the winner. Pre listening (12m) Guessing - T introduces the listening passage - T asks Ss to work in pairs to guess which of the activities on page 94 the Japanese often do on their New Years Day - T calls on some Ss to give their answers and write them on the boards. T also asks Ss to add any other activities that they think the Japanese do at the New Year Pre-teaching vocabulary in th, miu th Shrine(n) /rain/ tui tho Longevity(n) [ln'deviti] cy thng Pine trees s bn lng, khng thay i, trng Constancy(n) Giao vin: Nguyn Thi Xun Hng 82

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To represent: to be symbol of sth T may get Ss to make sentences with the words and gives corrective feedback While - listening *Task 1 (14m) -Ask Ss to read through the statements -T plays the tape once for Ss to do the task -T asks for Ssanswers and write them on the board -T plays the tapes the second time for Ss to check their answers -T asks Ss to work in groups of 4 to compare their answers -Call some Ss to stand up and answer *Task 2(8m) -T asks Ss to read and answer the questions with the things they remember from the previous time of listening -T plays the tape again for Ss to do the task. -After playing the tape, T gets Ss to work in pairs and check their answers -T calls on some Ss to give the answers and elicits feedback from other Ss. Homework (2m) -T summarises the main points of the lesson -Ask Ss to learn by heart all new words and do the exercises in workbook as home work

tn Biu trng cho, tng trng cho

*Individual work -Suggested answers: - They put on special clothes - Housewives prepare special foods - They go to a shrine - They drink rice wine - They watch television - They eat a special meal *Individual work and pair work -Suggested answers: 1. Because they want to get rid of the dirt of the old year and welcome the new year 2. from the television and radio 3. Kimonos or special dress 4. No, New Year is mostly celebrated among family only

*Whole class

*Comments:
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Period 47

Unit 8:

Celebrations
Writing

Lesson 4:

I. Objectives By the end of the lesson Ss will be able to write a description of a popular celebrarion II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them IV. Procedure Teachers activitives Warm - up (7m) Competition game- Christmas Cloze - T divides the class into small groups of 3-4 students. Then give handout for Ss to do in their own groups. Ss have to fill each blank in the passage with one suitable word from the box. Which group finishes first and has all the correct answers will be the winner. Followed marks cards lights turkey marry holiday sing baked spirit Family peaceful presents decorate Christmas is an annual holiday that(1).the birthday of Jesus of Nazareth. Christmas Day falls on December 25. It is preceded by Christmas Eve on December 24, and in some countries it is (2)..by Boxing Day on December 26, when many people go shopping for sales. It is a (3) when people get together with(4)Peole give(5) to each other or send(6)..wishing each other a(7).Christmas At Christmas, people(8)carols to get into the Christmas(9).As well, people(10).Christmas trees and put up(11)around the house. A common Christmas dinner is (12).There are also lots of(13)..goodies for the kids. People love Christmas because it is the time when they Answers: 1. marks 2. followed 3. holiday 4. family 5. presents Students activitives *Group work

6. cards 11. lights 7. merry 12. turkey 8. sing 13. baked 9. spirit 14. peaceful 10. decorate

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Giao an tu chon- ting Anh lp 11 c ban can share(14).moments with their family. Pre writing (13m) -To prepare Ss for the writing task, T uses the passage in the Warm-up as a model -T gets Ss to read the passage again and discuss the main points included in the passage in pair. At the same time, Ss should write down which sentences belong to which main point -Now get Ss to work individually to writee an outline for their description, using the main points set in previous activities While -writing(15m) -T gets Ss to describe the festival they have chosen in 15 minutes -T goes around to observe and offer help with vocabulary or structures

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Suggested answers: The description includes 6 main points: + Name of the festival (sentence 1) + Purpose of the festival (sentence 1) + Time of the festival(sentence 2-3) +Main activities of the festival/what people do in the festival(sentence4-7) +Foods eaten(sentence8-9) + Peopes feeling about the festival(like/dislike? Reason(s)?)(sentence 10) *Individual work -Sample writing: Mid-Autumn Festival is of my most favourite festivals. It is held on the 15th day of the 8th lunar month every year. ItSs the time when Vietnamese people celebrate the largest full moon in the year. The children have parties with special cakes and grapefruits. They also parade in the street with their beautiful lantern, which come in all shapes and sizes. Adults buy moon cakes for their relatives and friends. It is a great time for not only children but also adults

Post writing (8m) -T asks Ss to exchange their writing with another student for peer correction -T goes around and collects mistakes and errors -Choose one or two descrition and read it/them to the class -Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ssattention to the organization of ideas and language use

Homework (2m) -T summarises the main points of the lesson *Whole class -For homework, T asks Ss to improve their writing taking into consideration their friends and TSs suggestions and correction

*Comments:
...

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Period 48

Unit 8:

Celebrations
focus

Lesson 5: Language

I. Objectives By the end of the lesson Ss will be able to: -Distinguish the clusters /fl/, /fr/, and /r/ -Pronoun the words and sentences containing these clusters correctly -Use one(s), someone, no one, anyone, and everyone appropriately -Use vocabulary about holidays and celebrations appropriately II. Teaching aids Textbook, handouts, . III. Anticipated problems Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practice IV. Procedure Teachers activitives Students activitives

Pronunciation(12m)
Distinguish sounds -T models the clusters /fl/, /fr/, and /r/ for a few times -T reads once for Ss to hear the words containing these clusters. T reads again and ask Ss to repeat after -Ask Ss to read the words in each column out loud in chorus for a few more times. Then T call on some Ss to read the words out loud Practicing the dialogue containing the target sounds -Ask Ss to work in pairs and take turn to read aloud the given dialogue on page 97 -Go around to listen and takes notes of the typical errors -Call on some Ss to read the D again and provide corrective feedback *Whole class, individual work and pair work

Grammar
a. Presentation(6m) - T writes some sentences on the board and asks Ss to comment on the of one(s), someone, no one, anyone, and everyone

Giao vin: Nguyn Thi Xun Hng

Pay attention and give comments on these examples + I dont like the red shirt, I prefer the blue one + Dont buy the sour oranges. Buy the sweet ones 86

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One and one(s) are used to replace a previously mentioned noun when we do not want to repeat that noun. One replaces a singular N and ones replaces a plural N Someone=somebody. It used with a singular verb in an affirmative statement or a question when speaker expects the yes answer Anyone= anybody. It used with a singular verb in a negative statement or a question No one usually takes a singular affirmative verb Everyone = everybody. It usually goes with a singular verb in an affirmative statement or a question . It is used to refer to every person or all people.

+ Theres someone waiting for the director in the office + Did someone call me last night? +Have you met anyone like him? + Dont tell anyone my secret + No one likes her story + Everyone laughs at him + Has everyone done your home work?

- TPractice to give similar examples and gives feedback b. asks Ss Exercise 1(10m) -Ask Ss to do exercise 1 individually and then compare their answers with another student. Then T calls on some Ss to read out their answers Exercise 2(8m) -T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences, using the pronoun one/ones -Ask them to compare answer with another pair -Call on some Ss to go to the board to write their answers -Ask other Ss to feedback and gives correct answers

*Individual work -Suggested answers: 1. anyone 2. someone 3. anyone 4. someone 5. no one 6. everyone 7. no one *Pairwork -Suggested answers: 1. Of the 3 bags, I like the blue one 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 dont have a computer, and my father doesnt want me to have one 5. They let me choose a pencil, and I took the red one 6. There are several national celebrations in Vietnam but perhaps the most meaningful one is Tet holiday 7. We told each other both happy stories and sad ones about our lives *Individual work -Suggested answers: 1. traditional 2. grand 3. gifts celebrating 5. polite 6. good luck 7. excitement *Whole class

4.

Exercise 3(7m) Use the words from the box to complete the following sentences -Ask Ss to work individually to do exercise -Then T calls on some Ss to speak out loud -T listens and correct it if necessary Homework (2m) -T summarises the main point of the lesson -Ask Ss to learn by heart grammar they have learnt

*Comments:
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...

Period 49

Consolidation 1

I. Objectives: 1. Education aim: Revise the skills and knowledge 2. Knowledge: - General knowledge: .review - Language knowledge: . tenses (past simple, past progressive, past perfect,) . word form(Gerund To infinitive active and passive) . Phonetics 3. Skills: II. Method: Mainly communicative. III. Teaching aids: handout, Extra board. IV. Procedure: Teachers activities Students activities

I.

*Individual work pair work Ex1: Complete the sentences using the correct -Suggested answers: form of the verbs ( Infinitive or Gerund) 1. Dont keep him (stand) at the gate! Ex 1: 2. He made me (repeat) every word of his 1. standing instructions. 2. repeat 3. Sonia often wastes her time (chat) with her 3. chatting friends. 4. sailing 4. Would you like to go (sail) with her friends. 5. to give 5. He offered (give) a lift in his new car. 5. looking 6. She had to spend so much time (look) after the 7. to sell baby that she hardly ever went out. 8. seeing 7. Wang advised me (sell) my old motorbike. 9. to pay 8. Her aunt remembers (see) the first car in her 10. driving village. 11. to have 9. Will he remember (pay) the bill? I told him he 12. to invite. should do it today. 10. He stopped (drive) because he was sleepy. Giao vin: Nguyn Thi Xun Hng

Gerund / To infinitive:

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11. They stopped the car (have) a chat with their friends. 12. Dont forget (invite) him for coffee when you see him. Ex 2: Supply the correct verb form: passive Infinitive or passive Gerund No one enjoys (deceive) by another person. I appreciate (invite) to the party. I expected (invite) to the party, but I wasnt. I remember (give) a toy car on my fifth birthday He climbed over the wall without (see). -Ask Ss to remind the verbs following Gerund or Toinfinitive -Ask Ss to do exercises individually and then compare with a partner. -Check the answers and correct. II. Tenses : Supply the correct verb tense (past simple, past progressive, past perfect) 1. I (watch) television when the phone (ring) 2. Tom (fall) out of the tree when he ( climb) it. 3. When I (stay) at my grandmothers house, I (go) to the sea everyday. 4. My parents refused to let me go to the party because I (arrive) home very late the night before. 5. After we (talk) for half an hour, I (discover) Joes secret. 6. Yesterday I (not want) to go to school because I (not do) my homework. 7. My uncle used to tell me about all the things he (do) in his childhood. 8. I (try) to phone you twice last night but you (not / answer) What (you / do)? 9. We (have) lunch when we (hear) the news. 10. Julia (write) her first novel when she (be) 20 years old. 11. They (eat) everything by the time I(arrive) at the party. 12. By the time I (get), the shops (close) 13. When we (get) to the station, the train (leave) 14. When I was a child, I (use) to play soccer. - Ask Ss to remind the form of verbs -Ask Ss to do exercises individually and then compare with a partner. -Check the answers and correct.

Ex 2: 1. 2. 3. 4. 5.

being deceived being invited to be invited to be give being seeing

*Individual work pair work -Suggested answers: 1. was watching / rang 2. fell / was climbing 3. stayed went 4. arrived 5. had talked / discovered 6. didnt wanted / didnt do 7. did 8. tried / didnt answer / were you doing 9. were having / heard 10. wrote / was 11. had eaten / arrived 12. got / had closed 13. got / had left 14. used

III. Vocabulary (Unit 1 - 7)


Stress pattern: (underline) Relationship, celebration, embarrass, experience, acquaintance, enthusiasm, loyalty, incapable, humorous, suspicious, mutual, attitude, escape,

-Suggested answers: Relationship, celebration, embarrass, experience, acquaintance, enthusiasm, loyalty, incapable, humorous, suspicious, mutual, attitude, escape, selfish, carefully, / disadvantaged, cooperate, charity, gratitude, issue, coordinate, donation, 89

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selfish, carefully, / disadvantaged, cooperate, charity, gratitude, issue, coordinate, donation, anniversary, celebration, remote minority, protect celebrate, agency, literacy, sympathetic, possibility, transportation, voluntary, explanation, economic, illiterate, eradicate, universal, competition, participate, activity, participle Ask Ss read and underlined pattern of word. Give the corrct answers.

anniversary, remote, minority, protect, celebrate, agency, literacy, sympathetic, possibility, transportation, voluntary, explanation, economic, illiterate, eradicate, universal, competition, participate, activity, participle

Period 50

Consolidation 2

I. Objectives: 1. Education aim: Revise the skills and knowledge 2. Knowledge: - General knowledge: .review - Language knowledge : .If clause Type 1, 2, 3 .Reported speech (To infinitive , Gerund, If clause) 3. Skills: II. Method: Mainly communicative. III. Teaching aids: handout, Extra board. IV. Procedure: Teachers activities Students activities Conditional sentences: type 1 Put the verb in brackets into the correct tenses. *Individual work pair work 1. If I see him I (give) him a lift. -Suggested answers: 2. If he (eat) all he will be ill. 1. wiil give 3. If I find your passport I (telephone) you at 2. eats once. 3. will telephone 4. The police (arrest) him if they catch him. 4. will arrest 5. If he (read) in bad light he will ruin his 5. reads eyes. 6. will steal 6. Someone (steal) your car if you leave it 7. doesnt open unlocked. 7. What will happen if my parachute (not open)? - Ask Ss to do exercises individually - Compare the answers with a friend - Ask Ss to give the answers - Feedback and give the correct answers. *Individual work pair work II. Conditional sentences: type 2. -Suggested answers: Put the verb in the brackets in the correct 1. would type tenses. Giao vin: Nguyn Thi Xun Hng 90

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Nm hoc 2011-2012

1. If I had a typewriter I (type) it myself. 2. If I (know) his address, Id give it to you. 3. He (look) a lot better if he shaved more often. 4. If you (play) for lower stakes you wouldnt lose so much. 5. If he worked more slowly he (not make) so many mistakes. 6. I shouldnt drink that wine if I (be) you. 7. More tourist would come to this country if it (have) a better climate. - Ask Ss to do exercises individually -. Compare the answers with a friend - Ask Ss to give the answers - Feedback and give the correct answers. III. Conditional sentences: type 3. Put the verb in brackets into the correct tenses. 1. If I had known that you were in hospital I (visit) you. 2. You would have seen my garden at its best if you (be) here last week. 3. I shouldnt have believed it if I (not see) it with my own eyes. 4. If he had slipped he (fall) 500 meters. 5. If he had asked you, you (accept)? 6. If I (have) a map I would have been all right. - Ask Ss to do individually and then compare with a partner. - Check the Ss answers. -Correct and correct answers. IV. Change into indirect speech: 1. Would you like to go to the movies this evening, Jill? said Bob. 1. Why dont you book a package holiday, Peter? Said Frank. 2. Dont forget to get up at five tomorrow, Derek, Bill said. 3. Dont go near the water, children. Said the mother. 4. Ill make you a nice birthday cake, Tinas mother said. 5. Congratulations! Youve got engaged, Paula, I said. 6. You failed to save my husbands life, she said to the doctors. 7. How about meeting in front of the cinema? Pat said. 8. Would you like to come on a picnic with us? Jim said to Brenda.(invite) 9. I wont help you with your homework. Never! Linda said to David.(refuse) 10. I really will be at the airport to meet you,

*Individual work pair work -Suggested answers: 1. would have visit 2. had been 3. hadnt seen 4. would have fallen 5. would you have accepted? 6. had had

*Individual work pair work -Suggested answers: 1. Bob invited Jill to go to the movies that evening 2. Frank suggested booking a package holiday. 3. Bill reminded Dereck to get up at five the following day 4. The mother warmed the children to go near the water. 5. Tinas mother promised to make her a nice birthday cake. 6. I congratulated Paula on having got engaged. 7. She accused the doctor of not saving her husbands life. 8. Pat suggested meeting in front of the cinema 9. Jim invited Brenda to come on a picnic with them. 10. Linda refused to help David with his homework. 11. She promised to be at the airport to meet me. 12. The old lady warmed her Be careful with that fierce dog. 91

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Giao an tu chon- ting Anh lp 11 c ban she told me.(promise) 11. Be careful with that fierce dog, the old lady said to her.( warn) 12. You have to do this for me, David, said Peter.( request) 13. Get out of your car! the police said to me. (order). 14. What would you do if you were me?, Nam asked. 16. If I had any money, I would buy you a drink, he said 17. If the police stop me, what shall I say?, she asked. 18. I should say nothing about it if I were you, said my brother. - Ask Ss to do individually and then compare with a partner. - Check the Ss answers. -Correct and correct answers.

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13. Peter requested David to do that for him. 14. The police odered me to get out of my car. 15. Nam asked me what you would do if I were him. 16. He told me if he had any money, he would buy me a drink. 17. She asked me if the police stopped her, what she should say. 18. My mother said to me If she were me, she should say nothing about it.

Period 51

Consolidation 3

I. Objectives: 1. Education aim: Revise the skills and knowledge 2. Knowledge: - General knowledge: .review - Language knowledge : .Reading .Writing 3. Skills: II. Method: Mainly communicative. III. Teaching aids: handout, Extra board. IV. Procedure: Teachers activities

Students activities

I. Reading
Exercise 1: Read the passage and complete it with the words from the box. prizes cards present party celebrated started food cake candles dinner speech blow The best birthday Ive had was my 21st. My family said they were going to take me out to (1).but they had secretly planned a surprise (2)for me. As I opened the door to leave the house, there were about 30 friends standing outside. They all sang Happy Birthday and then we went back inside. I was given lots of (3)and then I was given a small (4)..I opened it to find some car keys my parents had bought me a car! My *Individual work pair work -Suggested answers: 1. dinner 2. party 3. cards 4. present 5. cake 6. candles 7. blow 92

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mother then brought out a (5).with 21 (6) 8. speech .on. I was so emotional I almost couldnt (7) 9. food .them out! I then just managed to make a 10. started short (8).thanking everyone for coming and then we partied into the night. My mother had ordered (9)from a nearby restaurant. She had chosen all my favourite dishes, which all my friends enjoyed, too. After dinner, we (10) .singing and dancing, and we really had a very good time together. Exercise 2: Read the following passage and choose the best answer for each of the blanks. Thanksgiving is celebrated in the US on the fourth Thursday in November. (1)............... many Americans it is the most important holiday apart from Christmas. Schools, offices and most businesses close for Thanksgiving, and many people make the whole weekend a vacation. Thanksgiving is (2)............... 1. From / In For / At with the time when Europeans first came to North 2. concerned/ associated/ America. In 1620 the ship the Mayflower arrived, involved/ related bringing about 150 people who today are usually 3. simple/ hard/ great/ cold called Pilgrims. They arrived at the beginning of a 4. because/ although/ so that/ very (3)............... winter and could not find enough to which eat, so many of them died. But in the following 5. survival/ surviving survivors/ summer Native Americans showed them what foods survived were safe to eat, (4)............... they could save food for 6. traditionally/ traditionalism/ the next winter. They held a big celebration to thank traditional/ tradition God and the Native Americans for the fact that they had (5)............... . Today people celebrate Thanksgiving to remember these early days. The most important part of the celebration is a (6)............... dinner with foods that come from North America. - Ask Ss to read the passage carefully and complete it individually - Compare the answer with a friend - Ask Ss to give the answer - Feedback and give the correct answer

II. Writing
1. 2. 3. 4. A letter to describe a past experience A formal letter expressing gratitude Describing information in a table Describing information in a chart

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Period 52

The 1 Semester examination


Period 53

st

Correcting The 1st Semester examination

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