Giáo án môn tiếng anh lớp 11 chuẩn kiến thức

-Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them Task1, 2 -Check again if student

Unit 1: Friendship TiÕt 1 UNIT 1 - Lesson 1: A reading

Planning date: Teaching date:

I

AIMS OF THE LESSON :

1 Language skills :

• Reading :

- How to read the poem, especially the intonation

- Read and try to guess the meanings of words and expressions

- The simple present

- Mutual pronoun “each other”

II TEACHING AIDS : cassette player, tape, chalks, pictures, handouts, charts , real objects if possible III PROCEDURE :

Pre-Reading

(5’)

- Play the cassette

- Ask students to pay attention to the intonation

- Teacher goes around for helps

-Listen once or twice-Discuss the answers to the questions

-Model the discussion in front of the class

Pair work

While-Reading

(28’)

- Introduce three tasks

-Have students read the whole passage (once or twice) and do the tasks

- Compare the result and correct mistakes

* TASK 3:

-Have students discuss questions

-Observe class and help students

7 suspicious-Key: B -Suggested keys:

1 The first quality for true friendship is unselfishness It tells

me / us that a person who is concerned only with his own interests and feelings cannot be a true friend

2 Changeable and uncertain

individual/ pairs

Pair-work

Pair-work

- Teacher goes around for any helps.

- Correct mistakes

people are incapable of true friendship because they take up an interest with enthusiasm, they are soon tired of it, and they feel the attraction of some new object

3 The third quality for true friendship is loyalty It tells us thattwo friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them

4 There must be mutual trust between friends because if not, people cannot feel safe when telling the other their most intimate secrets

5 Talkative people can’t keep a friend long because they can’t keep a secret, either of their own

or others

6 The last quality for true friendship is sympathy It tells us that to be a true friend, you must sympathize with your friend

Where there’s no mutual sympathybetween friends, there’s no true friendship

Post reading

(10’) - Teacher asks a general question, “Why do we need true

friendship?”

Students give their opinions

IV HOMEWORK : (2’)

   TiÕt 2 UNIT 1 - Lesson 2: B speaking

Planning date: Teaching date:

I/ Objectives:

- Describing physical characteristics

- Discussing personalities

- Role-play : Talking about a famous friend

II/ Teaching aids:

- Ask some questions:

1/Do you concern about your outlook ?2/ Is it important to you ?

- Lead sts to the main content

1 How many people are there in the picture ?

2 Can you guess how old they are ?

- Explain the useful language (page 16):

* height : tall , medium , short …

* face : square , large , oval …

* forehead : broad , high …

* nose : straight , crooked …

* hair : black , grey …

* appearance : handsome , beautiful , looking …

good “ Now let‘s start with the physical description

of each person , using the guided + question : Can you describe the _ in thepicture ? “

+ answer : The is height He / she has

face , and a _ nose His / her hair is _

His / her appearance is _

- Look and answer questions :

- Listen and take notes

- Help sts with some new words

- Ask sts to make questions and answer questionswith a partner, using the information from thepicture

- Ask sts to perform

- Correct sts’ mistakes and pronunciation

Task 2

- Divide class into four groups

- Explain some words of personalities on page 16

- Guide them to discuss and decide whichpersonalities are important to a person and infriendship

- Let sts number the following personalities inorder of importance in friendship

caring , hospitable , modest , sincere , generous ,honest , helpful , understanding , pleasant

-Pay attention that there’re no answer keys forthis task

+ The boy is short He has alarge face , …

+ The girl is ………

- Play roles

-Present their performance

- Work in groups of four

- List some personalities of aperson

- State some reasons why theychoose

- Discuss and say the reasons

- Report their results to theclass and explain why they dolike that

Post-speaking

(10’)

Task 3

- Have sts work in pairs

- Guide them to do the task

- Make sure that sts understand their roles

- Pay attention to the suggestions :+ his / her name

+ date of birth + his / her physical characteristics + his / her hobbies

+ his / her personalities ( friendly , humorous ,quick-witted , good-natured , helpful , honest ,

- Make pairs : one is ajournalist , the other is aninterviewee

- Listen carefully

- Practise in pairs

- Pay attention to the content :+ physical characteristics + personalities

+ reasons why the friends are

pleasant , caring ) + why he / she interests in Maths + how much time he / she spends on Maths everyday

+ what makes him / her a good friend + what made him / her successful ( studious , intelligent , keenly interested in Maths , eager to learn , patient , calm )

+ what he / she does in his / her free time

- Call some pairs to report

famous

- Role play

- Perform their task

IV Homework

- Learn by heart some new words

- Prepare part C : Listening

  

TiÕt 3 UNIT 1 - Lesson 3: C LISTENING Planning date: Teaching date: I Objectives: - To practise listening comprehension skill. - To distinguish true and false statements - To take notes about given questions in order to answer II.Language materials: Key words III.Teaching aids: Textbook, chalk, cassette, cassette player IV Teaching steps: 1- Greetings and attendance checking 3’

2- Oral test (previous lesson) 5’

3- The new lesson 31’

4- Consolidation (summary) 3’

5- Homework 3’

Stages Warm up

3’

Pre-listening

8’

While-listening

15’

Teacher’s activities

-Ask students some questions about friendship:

• What qualities & characteristics of your best friend do you admire?

-Ask students some more questions:

friend (him or her)?

-Explain some new words & phrases:

Residential area, ring (n), ride/ rode/

ridden, motorbike, happen to infinitive (v), introduce, ever since, college, great sense of humor, favorite, interest (n), plays (n), movies, a rough time

-Have students read the true-false statement list and questions in textbook silently for several minutes to make sure that every student understands them (Task1, 2) -Check again if students are able to understand main requirements of the 2 tasks -Emphasize “ you will hear Lan & Long talk

Students’ activities

-Volunteer students answer

-The pointed students answer

-Students repeat & take notes

-Students read task1, 2 silently for gist

-Elicited students raise their hands

to interpret

Homework 3’

about their best friends Ha & Minh Listen to their talks and do the tasks below”

-Turn on the cassette player twice

-Ask some students to do their tasks on the board

-Correct and give score-Have students ask & answer about the friendship between Lan and Ha, Long and Minh (How & Where they met, what they likeabout their friends

-Ask students to rewrite their answers completely

-Students take notes during listening

-Other students watch and give comments

-Students work in pairs

-Students rewrite their answers of tasks 2 in their notebooks at home

Key content

Lan -They used to live in the same residential

area in Ha Noi

-Lan went on a holiday to Do Son & Ha

went there to visit her

-Ha is very friendly & helpful

-Ha is sociable She’s got many friends in Do Son & she introduced Lan around

-Minh played the guitar, Long was a

singer

-They worked together

-Minh has a sense of humour

-Minh likes to go to plays & movies

-Minh is a good listener

-Minh is friendly & helpful

Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,

   TiÕt 4 UNIT 1 - Lesson 4: D WRITING

Planning date: Teaching date:

* OBJECTIVES

-Aims: Help students learn how to write a passage to describe a friend they like

-Lexical items : Words / phrases used to describe someone’s physical characteristics and someone’s personalities

-Teaching aids: A copy of a passage of describing people

-Teacher raises a few guiding questions

1 What is your friend name?

2 How old is he / she?

3 Where and when did you meet each other?

-Teacher uses a picture to gives some key words to describe someone’s physical characteristics ( height , hair , eyes , face , clothes…) and his / her personalities ( helpful , sincere…) and some necessary structures

Students ‘answers

1 My friend’s name is Hoa

2 She is 17 years old

3 We met each other at my cousin’s birthday party 4 years ago

A Sample

Hoa has been my best friend since many years.She is quite a lively person She is fairly tall with a good fingure.She ‘s got a heart- shaped face with a small sort of turned- up nose It is very attractive She has got long , black wavy hair and blue eyeswith very long eyelashes.Her complexion is white Her lips are very full and she has got dimples in her checks Now she lives very far from me , but we still keep contact through e- mail

-Teacher asks students to read / write some students’passsages on the board and Teacher gives comments

-Students write a passage

-Students read / write some students’passsages on the board

* HOMEWORK: rewrite the essay at home.

Prepare the next part of the lesson

   TiÕt 5 UNIT 1 - Lesson 5: D LANGUAGE FOCUS

Planning date: Teaching date:

I OBJECTIVES:

- Students can pronounce the sounds / dz /, / t∫ /

- Present tense forms indicating past time

- Tense revision : Past Simple, Past progressive and Past Perfect

II METHODS

- Communicative approach

III TEACHING AIDS:

- Chalks, pictures, textbooks, blackboard

IV TEACHING PROCEDURES

I Pronunciation +Warm- up

- Write some sentences on the board and ask some students to read them aloud

- Underline the sounds / dz /, / t∫ / Ex:

- Just outside the village, there’s…

- Jane always enjoy George’s jokes

- Read the sentences

- Listen and repeat the words

in colums, the sentence in the book

- Ask students to do exercise 1 in pairs

- Correct the exercise and explain the use of the tenses

-Ask students to do exercise 2

- Give feedback

- Ask students to do exercise 3 individually

- Explain the difference between the simple past and the past perfect

- Correct the exercise and explain the use of the tenses

+Post

- Consolidate the use of tense

- Do exercise 1, then give answers

- Work in pairs, give theirs answers

- Work in pairs and give their answers

- Listen

- Give answers

V HOMEWORK

- Practise reading the sentences

- Write exercise 2,3 in the notebook

- Prepare in Unit 3 part A reading in advance

- Help students understand the content of the lesson.

- Help students understand the new words and use them in context

II METHODS :

Communicative approach

III TEACHING AIDS :

Pictures, chalks, cassettes

IV TEACHING PROCEDURES

- Ask some students to give their answers

( teacher doesn’t need to give feedback)

- key : d, b, f, e, a, c

- Let’s begin our lesson you’ll know the whole story

- Ask students to listen to the tape

- Put the pictures in

the book in the correct order to make

a story ( work in pairs)

- Give their answers

- Listen to the tape

now I am busy with my

homework I’m busy doing my

Task3( suggested answers)

1 She wished to have a red hat-a

floppy cotton hat ( like the one her

star idol wore in her video clip)

2… so that she could buy the hat

( for herself.)

3 She saw a wad of dollar notes

( exactly like the one that her

father had given her)

4 Because she thought the boy

had stolen her money / it was her

money

5 She bought the pretty hat of her

dream

B while – reading

- Ask students to read the whole story

- Explain some difficult words and structures

- The Beatles were the pop idols of the 60s

- Ask students to do Task 1 in pairsGive feedback

-Ask students to do task 2 in groups

- Give feedback -Ask students to read the questions in task 3and answer them in groups

- Ask representative of each group to give oral answers and write them on the board

(embarrassed, sad, ashamed, unhappy, terrible, uncomfortable, anxious, …)

2 What did the girl have to do (when she discovered that the money she had taken

was not hers )?

( put a notice on T.V or at school, get on the same bus on the next day to look for him, do nothing, keep it a secret, tell her father everything and ask him for advice,…)

- Ask some students to represent their talk

in front of class

- Read the story

- Listen, try to guess the meaning of the new words and take notes

- Do Task 1 in pairs_Take notes

- Do task 2 in groups

- Take notes

- Read the questions silently and answer them in groups

- Give the answers

- Take notes

- Discuss in groups

- Report before class

V HOMEWORK

- Write down the questions and the answers in the notebooks

- Learn by heart the new words and questions

- Prepare in advance Part B – Speaking

  

TiÕt 7 UNIT 2 - Lesson 2: B speaking

Planning date: Teaching date:

I Objectives :

- Students can talk about their personal experiences

- Students can do Task 1,2,3

II METHODS :

- Communicative approach

III TEACHING AIDS:

- Pictures, chalks, cassettes

IV TEACHING PROCEDURES

Present Perfect ( Past simple)

Have you ever………?

B How did it happen?

- I didn’t study well enough for

A Have you ever traveled to other

parts of the country?

- Yes, I have

B When did you travel?

- In 2002

C How did it affect you?

- It make me love our country

more./ I learned more about

different places in our country

3

A Have you ever talked to a

famous pop star?

- Yes, I have

B Where did you meet him/ her ?

- At a party

C How did it affect you?

- It was interesting to talk to

famous pop stars

- It changed my attitude to/

towards/ famous pop stars

- Read the new words

- Ask students to do Task 1 in pairs

- Give feedback

+ While-speaking

- Ask students to do Task 2 in pairs

- Ask them to give answers

- Ask students to do Task 3 in pairs

- Ask some pairs to perform their dialogues in front of the class

- Correct common mistakes and giveremarks

- Give good marks to good groups/

students to encourage them

- Prepare Part C ( Listening ) in advance.

   TiÕt 8 UNIT 2 - Lesson 3: C listening

Planning date: Teaching date:

I.OBJECTIVES:

- Help students improve their listening skill

- Help them understand the conversation and do Task 1,2

II METHODS :

- Communicative approach

III TEACHING AIDS:

- Pictures, chalks, cassettes

IV TEACHING PROCEDURES

- Have you ever seen a fire ?

- Where did it happen?

+ What is she doing?

( She’s talking a little girl out of the burning house )

- Ask students to repeat the provided words and explain the words if necessary

+ While-listening

- Ask students to read Task 1 silently

- Ask students to listen to the tape ( twice)

- Ask students to do Task 1 individually

- Read the sentences again to help weak students:

1 We talk to Christina, a successful businesswoman

2 My most unforgettable experience happened 13 years ago

3 The fire started in the kitchen where I forgot to turn off the gas stove

4 I was sleeping when I was suddenly woke

- Give their answers

- Give theirs answers

- Listen and repeat in chorus

- Read Task 1

- Listen to the tape and decide whether the statements are true or false

- Give answers and take notes

- Listen and do Task 2

- Give answers

7 took 8 family - Take notes

V HOMEWORK

- Write down the dialogue in Task 3

- Prepare Part 4 ( writing ) in advance

   TiÕt 9 UNIT 2 - Lesson 4: D writing

Planning date: Teaching date:

IV TEACHING PROCEDURES

ACTIVITIES

NOTES

1 When it happened:

( It happened …years ago/in …./

when I was …years old.)

2 Where it happened:

( in my house/ at school / in the

street)

3 Who was involved:

( your family members/ your

friends/ your relatives,….)

4 How it affected you:

( it changed outlook life / it make

me more careful/ it gave me more

confidence in …./ it taught me the

+ While- writing

- Give students some guidance

- Ask students to write a passage aboutthe most memorable past experience

- correct common mistakes

TiÕt 10 UNIT 2 - Lesson 5: E language focus

Planning date: Teaching date:

I OBJECTIVES:

- Students can pronounce the sounds / m /, / n / / 0 /

- Present tense forms indicating past time

- Tense revision : Past Simple, Past progressive and Past Perfect

II METHODS

- Communicative approach

III TEACHING AIDS:

- Chalks, pictures, textbooks, blackboard

IV TEACHING PROCEDURES

GRAMMAR

TENSE REVISION

- The present tense use to tell a

story that happened in the past

makes it more interesting and

vivid

Exercise1 ( suggested key)

1 lives 2 invites 3 sets

4 gets 5 waves 6 promises

7 carries 8 contains 9.has baked

10 is 11 is shining

12 are singing 13 is

Exercise 2 ( suggested key)

1 broke / was playing

2 wrote / was

3 was working/ broke

4 stared / were walking

5 told / were having

6

7

8

Exercise 3 ( suggested key)

1 had eaten / arrived

2 found / had taken

3 got / had closed

4 got / had left

5 got / had arrived

6

7

8

I Pronunciation +Warm- up

- Write some sentences on the board and ask some students to read them aloud

- Underline the sounds /m/ /n / / 0 /Ex:

- We like singing merry songs on New Year’s Day

- They live in a nice small house

+Pre

- Ask students to look at their books,listen and repeat the words in the columns

We’ve already learn the present simple tense, the past simple tense, the past progressive tense Now we are going to review them

- Consolidate the use of tense

- Read the sentence

- Listen and repeat the words

in columns, the sentence in the book

- Do exercise 1, then give answers

- Work in pairs, give theirs answers

- Work in pairs and give their answers

- Write exercise 2,3 in the notebook

- Prepare in Unit 3 part A reading in advance

   Tiết 11 written test 1

Planning date: Teaching date:

N i dung ộ đề ố s 101

I Chọn một từ, hoặc cụm từ thích hợp để hoàn tất mỗi câu sau đây:

01 The two countries want to live in

02 He manages to cut the cake into six pieces

03 All of us think that she has a voice

A. beautiful B beautifully C. beauty D. beatifullness

04 What’s the of Vietnam?

05 My brother can play a lot of instruments

06 My brother has no in football

A. interesting B. interestingly C. interested D. interest

07 The area of the city is not very attractive

A. industrial B. industry C. industrialize D. industrialism

08 Hamlet is a play

A. successful B. successfully C. succeed D. success

10 We call a boy learning at school a

A. school’s boy B. boy of school C. schoolboy D. boy at school

II Chọn một từ có vị trí trọng âm khác so với các từ còn lại trong nhóm:

12.A popular B magazine C.dangerous D. parachute

13.A beautifully B intelligent C.discovery D. redundancy

14.A enjoy B provide C daughter D. decide

15.A comfortable B employment C surprising D. important

III Chọn một từ, hoặc cụm từ thích hợp để hoàn tất mỗi câu sau đây:

A. soon B just C already D. yet

17 In a lesson, students learn how substances react when being put together

A. maths B English C chemistry D. literature

18 Ann is talking to her friends over the _

19 I’m very hungry now Is there _ for me to eat, Mum?

20 Dat is the tallest in our class _is as tall as him

21 Your father’s father is your _ .

A. granddad B uncle C father D. grandmom

22 She enjoys to go _ to buy clothes very much

A. swimming B fishing C jogging D. shopping

23 _but a cake can make her happy now

24 Among those, I like the red one _

A. best B much C better D. more

25 They have _ all the chairs away to make room for dancing

26 Your mother’s daughter is your _

27 One of those _ from Japan

A. students is B student is C students are D. student are

28 After the party, there wasn’t _ left on the table

A. everything B anything C something D. nothing

29 The science classes at this _ difficult

A. school is B schools are C school are D. schools is

30 Be quiet! I _ to listen to some important information

A. was trying B am trying C. try D. tried

IV Chọn một từ có phần gạch dới đợc phát âm khác so với các từ trong cùng nhóm:

31.A bus B busy C thus D must

32.A study B studio C stupid D student

33.A park B carry C card D yard

34.A e asy B e ar C eat D learn

35.A measure B pleasure C passion D decision

V Chọn một từ thích hợp điền vào mỗi chỗ trống trong các câu sau đây:

If you enjoy _36 _for pleasure, doing it in London can be a shock There are not enough _37 _especially for bikes, and making your way through the traffic can be very risky But if youhave great _38 cycling in London can be exciting and it is an inexpensive way of keeping fit ifyou live there Some cyclists don’t _39 _spending a lot of money on expensive bikes However, ifyou just want a basic bike that is only for occasional use, there are many cheap choices Severalmarkets have cheap bikes _40 sale…

36 A. to cycle B. cycling C to cycling D. cycle

37 A. streets B. lanes C paths D roads

38 A pasture B. passage C pastime D passion

39 A. like B. mind C. hate D. want

40 A. for B. on C. in D. of

   Tiết 12 written test 1 – CORECTION

Planning date: Teaching date:

Planning date: Teaching date:

I Objectives

How to understand and use new words in context

II Methods:

Communicative approach

III Teaching aids:

Pictures, cassettes, OHP

• How old are the people in the picture ?

* The lesson today gives us some informationabout birthday and wedding anniversaries inthe US

- Ask students to listen to the tape

- Ask students to read the passage silently

- Explain some difficult words

New words:

1 celebrate (v)

 celebration (n)

2 joke (v/n)Ex: Don’t believe me I’m only joking

3 anniversary (n)+silver anniversary / silver wedding / silver jubilee : 25th wedding anniversary

+ golden anniversary / golden wedding /

- Look at the first picture and give answers

• It is a birthday party

anniversary

- Listen to the tape

- Read the passage silently

- Listen and take notes

Post –

Reading (10’)

golden jubilee: 50th wedding anniversary

+diamond anniversary / diamond wedding/ diamond jubilee: 60th wedding

-Do Task 1 in pairs

-Take notes-Do Task 2 in pairs-Take notes

Talk about their birthday party in groups

2 Prepare : Part B – Speaking

  

TiÕt 14 UNIT 3 - Lesson 2: b speaking

Planning date: Teaching date:

I Objectives: - Students can talk about a plan for their birthday party or his / her friend’s party.

- Students can do tasks 1,2,3

II-Methods:

Communicative approach

II Teaching Aids :

cassette player, chalks, pictures

III Teaching Procedures

Do you like parties ?

Do you like quiet or noisy parties ?

 Show the picture in the textbook and ask:

Are they having a party ?

What does party-goer’s mean ?Ask students to do Task 1 in pair

TASK 1:

Are you the perfect party-goer ?

-Give answers

-parties with dancing and games

2 You find yourself standing with a completestranger at a party What would you do ?

-talk about yourself / the weather

-try to get him or her talk about himself orherself

3 at a party, what would you tend to drink ?-beer / soft drinks / mineral water

TASK 2:

-Ask students to do Task 2 in pairs-Ask some pairs to perform their talk beforeclass

A: I am wondering where I should hold mybirthday party ?

B: Why don’t you have your birthday party athome ? It’s cosy and not very expensive

A: I don’t know if it’s suitable to begin at 5 pm ?B: Why don’t you…

*Where (home-cosy, not expensive, not spend alot of time to prepare, not have to clean up…

*What time

*How many guests

*What to eat / drink (soft drinks, mineralwater…./ ckicken soup, green salad, steak, firedchicken, fish, beef, hamburger, cake…)

*What to wear (dress, jeans, shirts, T-shirt,pullover, skirt…)

*Which activities (singing, playing games, takingphotographs, give gifts…

TASK 3:

*Ask students to do Task 3 in groups, using thesimple past tense to report the past events

*Give some suggestions

*Ask some students to perform before class

-The party was held at…

-It started at……and ended at…

-There were about……….people

-He / She served us…

-We took part in some activities such as…

-We were all tired but happy

* Correct common mistakes and give remarks

- Write down task 3 in the notebooks

- Prepare part C (Listening)

  

TiÕt 15 UNIT 3 - Lesson 3: c listening

Planning date: Teaching date:

I Objectives :

• Help students improve their listening skill

• Help them understand the talks and do Tasks 1& 2

• Students can summarize the content of the passage

II Methods:

III Teaching aids:

Chalks, cassettes, pictures

IV Teaching procedures:

- Ask students some questions :

- Do you often hold your birthday party ?

• Where do you often hold your birthday party ?

When do you like to organize your birthday party, in the morning or in the evening ?

- Ask students to repeat the provided words

Listen and repeat :

- Ask students to read Task 1 silently

- Ask students to listen to the passage (twice) and

4 T (The birthday party lasted about three

hours).(from three to six)

5 F ( Only the writer stayed after the party to tidy

- Listen and repeat in chorus

- Read task 1 silently

- Do task 1 in pairs-Give answers

- Take notes

- Listen to the tape and do Task 2

in groups-Give answers

- Take notes

1 She was 16 years old.

2 She didn’t like having the party at a restaurant because it is noisy and expensive.

3 She served them soft drinks and biscuits.

4 It was brought out at about four thirty.

5 It was beautifully decorated with pink and white icing

6 They clapped their hands eagerly and sang

“Happy birthday”.

7 It finished at about six in the evening.

-Ask students to talk about Mai’s birthday party

(-Teacher can ask some questions, if necessary :

•Where did Mai hold the birthday party ?

•How many people were invited to the party ?

•What time did the party start and end ?

•What did Mai’s mother serve the guests at the party ?)

- Ask some students to retell Mai’s birthday party before class

- Correct mistakes and give feedback

- Work in groups

- Retell Mai’s birthday party before class

V HOMEWORK

- Practise listening at home

- Prepare Part D - Writing

  

TiÕt 16 UNIT 3 - Lesson 4: d writing

Planning date: Teaching date:

III Teaching aids:

- Chalks, textbook, letter

IV Teaching procedures:

V Homework

- Write down the letter, pay attention to some structures and prepositions

- Prepare in advance Part E (Language Focus)

- Ask students to answer the questions:

1.On what occasions are parties held?

2.What kind of clothes do they often wear at a party?

3.What kind of presents do people often bring to a party?

*If you want your friends or relatives

to come to your party, you must send a letter of invitation Let’s begin our lesson

1.Reason for the party:

(birthday party/New Year’s Eve party/

Eating and drinking /singing/dancing/

playing games/ watching films

6.Foods and drinks served:

(soft drinks ,mineral water ,…/chicken soup , green salad, steeak, fired chiken, fish, beef, hamburger ,biscuits…)

-Ask some students to write their letters on the board

-Correct common mistakes and give remarks

*gift/ flowers/ champagne/

-Do task 2 in pairs

-Work in groups

-Write their letters on the board-Take notes

TiÕt 17 UNIT 3 - Lesson 5: e language focus

Planning date: Teaching date:

I Objectives :

• Students can pronounce the sounds / l / , / r / and / h /

• Present tense forms indicating past time

• Tense revision : past simple, past progressive and past perfect

The pronunciation of /l/, /r/ and /h/

put the words to the right columns / I / /r /

and / h / : holiday, library, run, help, Lisa, realize.

 Today we are going to learn the pronunciation of the sounds /l/ , /r/ and / h /

Now look at your book, listen and repeat thesounds

* Some verbs followed by To inf : mean,

demand, seem, want, agree, expect, offer, hope, refuse,

- Put the words in the right columns

I l l / r / / h /

library run help Lisa realize holiday

Put the words in correct order

(She failed to return the book to the library on time )

(Would you mind helping me with the work ?)

B Passive

infinitive and

gerund

* Some verbs followed by V-ing dislike,

risk, keep, appreciate, miss, mind, mention, enjoy,

1 Do the exercise again in notebooks

2 Prepare : TEST YOURSELF A

  

TiÕt 18: test yourself a

Planning date: Teaching date:

I Objectives :

• Students can pronounce the sounds / l / , / r / and / h /

• Present tense forms indicating past time

• Tense revision : past simple, past progressive and past perfect

Teacher's activities Students' activities

1 Homework checking:( 5 mins)

- Ask one st to do Ex 3 in the workbook on the

board

- Ask one st to give remarks

- Give remarks and marks

2 The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV at home

in advance to save time

- Give sts the time duration for each part : part II:

10 minutes, part III: 10 minutes, part IV: 15

minutes

- Ask sts to do listening in class.

2.1 Listening:

- Ask sts to read the table in the textbook

- Introduce new words:

+ in'habitant (n) : a person living in a place

+ lo'cate (v) : build in a place

location (n)

EX 3:

1 is going to be 2 am not using

3 is going to rain 4 are having

5 is going to buy 6 are doing

7 are you leaving 8 is coming/ is travelling/

am meeting.

- One st gives remarks

- Look at the textbook and try to understand theinformation in the table

- Copy these words into their notebooks

- Listen and read after the teacher

- Listen carefully and do the task

+ stroll (v) : walk slowly

- Read the text twice and ask sts to try to

complete the table in the second time

- Ask sts to share their ideas with their partners

- Read the text again so that sts can check their

task for the last time

- Ask 2 sts to write their answers on the board

- Ask other sts to give remarks

- Check and give feedback

2.2 Reading:

- Ask sts to work in groups to compare their

answers

- Ask one st to report his/ her answers aloud

- Listen and check

2.3 Grammar:

- Ask sts to discuss their answers in groups

- Ask 2 sts to write their answers on the board

- Ask two other sts to give remarks

- Check and give the correct answers

2.4 Writing:

- Ask some sts to to read their letters aloud

- Ask some sts to give remarks

- Listen and give remarks on:

+ form + grammar and vocabulary

+ ideas + style

3 Homework: ( 1 min)

- Part D ( Page 40 - workbook)

- Work in pairs to discuss their answers

1 50 miles to the west of London

2 120,000 inhabitants/ people

3 market town 4 biscuit factory.

5 computer industry 6 in central England

7 90,000 people 8 university

9 car factory 10 Cowley Road

- work in groups to share their ideas

- one st stands up to report

1.F 2 F 3 T 4 F 5 T

- Discuss in groups

- Answers:

1 by scientist 2 for other

3 there is 4 which attempts

5 all the 6 organizing the

7 inventions a 8 developed by

9 it is 10 it be wanted?

- Read their letters aloud

- Listen to the teacher's remarks

  

UNIT 4 : VOLUNTEER WORK

TiÕt 19 UNIT 4 - Lesson 1: a reading

Planning date: Teaching date:

III Teaching aids :

 Pictures, chalks, cassette

IV Teaching Procedures :

-Check the answers-Give Ss the following saying :

“If you me a fish,

I will eat today

If you teach me to fish

-Work in groups -Answer the questions-Read and guess the meaning

of the saying in their text book

I will eat my whole life long.”

-Ask Ss what the saying implies

-Check the answer

-Supply Ss music and some more pictures ofVolunteer Work

-Ask Ss to match new words withexplanation

1 Volunteer (n)

2 Orphanage (n)

3 Handicapped people

4 Disadvantaged people-Check their answers :

1 - c

2 - d

3 - a

4 - bTASK 1: (5’)-Ask for filling the blanks -Give the explanation of relatedwords

1 Voluntary (adj)

2 Voluntarily (adv)

3 Volunteers (n)

4 Volunteers (v)-Correct their mistakes

TASK 2: (8’)-Ask for sts to read the text again silently

-Ask sts to choose the best answer -Check their answers

1-B, 2-A, 3-D, 4-B, 5-C-Give feedback

TASK 3: (7’)-Ask Ss to discuss then answer the questions in task 3 -Check their answers

1.They usually visit hospitals, orphanages or homes for the ages They read books to thepeople or listen to their problems 2.They help them to overcome the difficulties and give care and comfort to them

3.During summer vacations, they volunteer

to work in remote or mountainous area toprovide education for children or medicalservices for local people

-Ask Ss to discuss then answer the following questions

1.Why do people do volunteer work ?

2 Have you ever joined any

-Answer the question

-Take notes

-Pair-work -Read the text again silently

-Choose the best answer

-Take notes

-Group- work-Read all of the questions in task 3 and then answer them

-Group- work-Discuss the questions -Answer the questions-Report in front of class -Take notes

9 minutes

HOMEWORK

volunteer work before ?-Ask sts to make a report in front of class

-Correct their mistakes

-Ask sts to Review the text Prepare the new section of unit4 Part B-Speaking

   TiÕt 20 UNIT 4 - Lesson 2: b speaking

Planning date: Teaching date:

I.Objectives:

 Talking about types of volunteer work

 Asking and answering questions about volunteer work

 Communicative approach

III Teaching aids:

 Pictures, chalks, board

IV Teaching procedures:

1 What are these students doing?

2 Are they volunteers?

TASK 1

- Have students do Task 1 in pairs

- Ask students to give their answers

- Explain some activities of volunteer work

•Helping people in the remote ormountainous areas

- Have students do Task 2 in pairs

- Give some suggestions:

• Providing minority children withliteracy (teach them how to readand write)

• Working in difficult or floodedareas (help them rebuilt houses,provide medical services, etc)

handicapped or starving children

- Answer the questions:

1 They are helping an old manwith the housework

2 Yes, they are

Post –

Speaking (8’)

(put money in a piggy bank)

• Taking part in directing the traffic(stand at the crossroads duringrush hour to help direct the traffic)

• Volunteering in homes for theelderly (clean up/ repair theirhouses, do the washing up, dosome shopping, mow their lawns,take care of them, read books, etc)

- Have students perform the dialogue infront of class

TASK 3

- Have students do Task 3 in groups

- Give some suggestions:

usually take part in?

- Correct common mistakes

- Perform in front of class

 Review Part B carefully

 Prepare Part C – Listening

   TiÕt 21 UNIT 4 - Lesson 3: c listening

Planning date: Teaching date:

I. Aims of the lesson:

- Help students listen and understand the passage

- Help students number the pictures in their correct orders

II. Teaching aids:

- Textbooks, tapes, pictures, chalk, board, headphones, cassette player …

III. Procedures:

* Warm up: T asks students to make questions for the given answers.

2 What kind of volunteer work do you usually take part in?

- T asks students to complete the questions

in “Before you listen”

- T asks students to listen and repeat the newwords (pay attention to the pronunciation

of these words)

- T has students carry out it

- T corrects mistakes

- Pair works

- Complete the questions

- Give oral answers

- Listen and repeat

While- Task 1:* T asks students to read Task 1 silently Listen to the tape and do task 1.Suggested key:

listening Introduce the passage: It is about May School

in Ho Chi Minh city

* T asks students to listen to the tape twiceand fill in the missing information

* T gives feedback and remarks

Task 2:

- T asks students to scan the given questions

to set the contents of the conversations needlistening

- T plays the tape and asks students to listenand answer the questions

- T asks students to write their answers onthe blackboard

- T has students listen to the tape again tocheck these answers and correct mistakes

(Because they can contact sponsors and help

to expand the school activities.)

- Pair/ group works

- Read the questions silently

- Listen to the tape

- Answer the questionsSuggested key:

1 It provides classes for disadvantagedchildren in Ho Chi Minh city

2 Dance, theater, singing and circusclasses were set up in 1999

3 Because they need money tocontinue their English andPerformance Arts classes

4 They perform circus, theater, danceand singingat one of the largesthotels in Ho Chi Minh city

Post-listening

- T asks students to work in groups

- T asks students to retell the story

- T ask a representative of each group to talk

in front of class

- Give remark and correct the mistakes

- Group works

- Retell the story

- Discuss and perform in front of class

IV Homework:

- Listen to the tape again at home and do the exercises in the workbook

- Prepare part D: writing

TiÕt 22 UNIT 4 - Lesson 4: d writing

Planning date: Teaching date:

Stages/Time Teacher’s activities Studends’activities

1/ Have you ever received a donation?

When? From whom?

2/ What did you do then?

Did you write a letter for thanks?

- Some key words:

DonorDonateDonationHandicapped(picture)fund

1/ Task 1:

Ask Sts to read the letter and underlinethe sentences that express the points:

* The opening of the letter

* The donated amount

* The way the money is used

* The way the receipt is issued

* The gratitude to the donor

* The closing of the letter

Notice: Some structures:

- S + be + adjective+to+infinitive

- To receive sth from sb/sth

- Would like+ to infinitive

- To hope +to infinitive + for sth

2/ Task 2

- Three parts of a letter.(picture)

- Ask Sts to do task 2 ;Give outline:

* ( the points in task 1)

3/ Correcting( 2 or 3 letters of sts)

Report writing ( task 1)

Answer the questions

Notice the words

Do the task 1:

Read and take notes:

- “Dear Sir /Madam”

- “I am very … some days ago”

- “The money will… students”

- “We will certainly…possiple”

- “I would like………company”

- “ I look … faithfully”

First : the openingSecond: the body of the letterThird: Conclusion/The closingWriting in pairs

Some sts write their letters on theblackboard

Sts rewrite the letter ( task 1)

Homework:

• Write the letter by themselves

   TiÕt 23 UNIT 4 - Lesson 5: e language focus

Planning date: Teaching date:

I Objectives:

 Pronunciation:

/w/ and /j/

 Grammar:

- Gerund and present participle

- Perfect gerund and perfect participle

II Methods:

 Communicative approach

III Teaching aids:

 Chalks, board

IV Teaching procedures:

ACTIVITIES

A Gerund:

A gerund is the Verb – ing form.

Ex:

1 There’s no point in waiting.

2 I don’t mind cooking the meals.

3 Reading French is easier than speaking it.

The gerund can be used in the following ways:

He was accused of smuggling

∗ After certain verbs (eg admit, avoid, deny,

dislike, enjoy, excuse + object, forgive +

object, fancy/imagine, finish, keep, mind,

1 Can you smell something burning?

2 We had to leave the tree lying there.

3 He spent a fortune rebuilding that old

house

Use:

We can use the present participle

∗ to form the continuous tenses:

I’m working right now

∗ as an adjective:

The play was boring

∗ after a certain verbs:

After the basic verbs of sensation (see, hear,

feel and smell) and after listen to, notice and

watch, we can use object + participle:

1 I heard the car stopping and saw him

getting out.

2 We watched the children playing.

3 I saw him crossing the road.

find, catch, leave + object (person or thing)

1 I found them picking apples (They were

picking apples when I arrived.)

2 I caught them stealing my apples (They

were stealing my apples when I arrived.)

3 I left them talking (They were talking when

I left.)

go and come

With these verbs we can use the participles of

verbs of physical activity: dancing, riding,

sailing, skiing, etc., also shopping.

Ex: Come dancing with me on Saturday.

I’m going shopping.

spend and waste + object

I wasted a lot of time standing in queues.

be busy

She’s always busy cooking or cleaning.

Perfect gerund and perfect participle: having

+ past participle

Ex:

a I kept you waiting so long I am sorry.

 I am sorry for having kept you waiting so

- Have students do exercises 1,

- Correct and give feedback

2 Perfect gerund and perfect participle

- Give some examples

- Have students do exercise 3

- Give feedback

Do exercise 1, 2

Listen and take notes

Do exercise 3Listen and take notes

V Homework:

Write down exercise 1, 2, 3

Prepare Unit 5: Part A – Reading

   TiÕt 24 written test 2

Planning date: Teaching date:

N i dung ộ đề ố s 201

I Choose one word whose underlined part is pronounced differently

01 A. prevention B. psychology C psychiatrist D. pneumonia

03 A surgery B successful C. survival D. pollution

II Choose one word whose stress pattern is different

09 A industry B. holiday C. adventure D. certainty

III Choose from the alternatives given (marked A, B, C, and D) one best to complete each sentence

11 Some animals are now We need to find ways to protect them.

12 We took a short _ for thirty minutes in the middle of the afternoon

13 In any case, you should not give up

14 The food smells Nobody wants to try it

15 It was of her to wear Jeans and T-shirt

16 , we didn’t know what to do but then John proposed an idea

17 is the study of living things

A. Biology B. Science C. Chemistry D. Physics

18 Do you bring with you? No, we are going to sleep in a rented house

19 Please call the The house is on fire

station

20 The alarm goes at 6 o’clock and Nam starts a new day

21 In the last minute, David the ball to George and they scored one goal

22 The man asked us to the belt as the bus was coming to a bend

24 We got on the plane and waited about 10 minutes before it .

25 The farmers were working when they realized there was a small along the field

IV Read the following passage and decide which word best fits each of the blanks

People in cities all over the world ( 26) in supermarket Who decides what you buy in thesupermarket, you or the supermarket?

When you enter the supermarket, you see (27) full of food Maybe you go to the meatdepartment first There is some meat on sale with (28) price and you want to find it Themanager of the supermarket knows where customers enter the meat department The meat on sale isfar away from where the customers enter You have to walk by all the (29) meat beforeyou find the right meat you want So maybe you will buy some of the more expensive meat instead ofthe meat on sale

The (30) department sells milk and milk products such as butter and cheese Manycustomers like milk with (31) fat One store has three different containers of milk with thefirst says “1% fat” on the container, the second says “ 99% fat free” and the third says “1% fat” in bigletters As you can see, the milk is all the same but the costs (32) or less depending not much

on the (33) _ but how attractive it looks

Most of the food in the supermarket look (34) and then are (35) _ It all says “Buyme!” to the customers “Buy me!” The supermarket tells you what to buy.

29 A. cheaper B. more expensive C. fresher D. better

33 A. quality B. quantity C. size D. style

34 A. attractive B. beautiful C more beautiful D. more attractive

35 A worse B. cheaper C. dearer D. better

V Find out ONE mistake in each sentence by circling the letter A, B, C, or D below the

TiÕt 25 written test 2 – CORECTION

Planning date: Teaching date:

Unit 5: ILLITERACY

TiÕt 26 unit 5 - Lesson 1: a reading

Planning date: Teaching date:

I/ Objectives:

- Help sts understand the fight against illiteracy

II/ Methods:

- Communicative approach

III/ Teaching aids:

- Chalk, textbook, handout, pictures,

IV/ Procedures:

Pre- reading Warm- up:

-T asks sts to look at the picture-T asks sts to answer the questions:

1 Where do you think the class is?

2 What do you think of the people in theclass? Are they at the same age?

3 What do you think of the teacher?

4 What is this class different from theclass?

-Sts answer the questions chorally

While

-reading

- T reads the reading text first

- T explains the new words to help the stsunderstand the text

Task 2:

-T asks sts to read the text again to do text

-Sts read the text sislently

- Sts do the task

Keys:

1 Phổ cập giáo dục tiểu hoc

2 Hội khuyến học VN

3 Xóa mù chữ

4 Kĩ thuật canh tác

5 Kế hoạch hóa gia đình

5 illiteracy will soon be eradicated

Post- reading -T asks sts to answer the following

Homework - T asks sts to learn by heart the new words

- T asks sts to prepare part 2: speaking

  

TiÕt 27 unit 5 - Lesson 2: b speaking

Planning date: Teaching date:

1 Aim : Students can tell us about literacy problems and offer solutions

Teacher asks students some questions

1 How many students are there in a common class in Vietnam ?

2 How many students are there in your class ?

3 Do you find it difficult to invest your study

in such a crowded class ?

Students listen to the teacher and answer the questions

Some of these problems are listed in column A, please combine each problem in A with itsappropriate solution(s) in column B intextbook (page59)

Teacher has students sit in pairs and asks them

to do task 1

Teacher corrects the students’ mistakes

1 b-g 2 a-e 3 d-f 4 c 5 h-i-j

T has sts work in groups of three .Beforepractising, teacher asks Sts to read the

Students sit in groups

Students do the task individually, then

in pairs they compare their answers.1… 2… 3…

4… 5…

Then they read out their answers

Class organization : Students sit in groups

A good group of students is asked to demonstrate the example to make sure the whole class understand the task

information in task 2 and

to use the suggestions in Task 1 as example

A: Many students can not buy all the required textbooks What do you think we should do to help them ?

B: I think we should ask the school master to provide free textbooks for students from low-income families.

head-C: We should collect used textbooks for school libraries

Teacher listens to the students and observesthem

Then teacher corrects the students’ mistakes

Teacher asks sts to work in groups of five Ask them to think of three or four problemswhich their class is experiencing , one student

of each group will note down the information

to report before class

T also gives students time to think about theschool problems they are experiencing Teacher’s help is needed at this stage

1 Many classes are overcrowded

2 School infrastructure is underdeveloped : inadequate toilets and washrooms …

3 Many schools have no playground equipment or extra activities

T .walks around the class and observes thestudents’ activities , offers ideas, commentswhen students need help…

T : Choose one student of every group to talkbefore class

Teacher listens to the students and observesthem

Then teacher corrects the students’ mistakes

Sts: Look at task 2 (p 59) and do as directed

Sts sit in groups

Sts thinks of some problems , their solutions and then discuss them Sts can use the cues given in P.60,

or ask teacher for more information

Some representatives report their results before class, the others give thecomment

Rewrite what students have discussed

in class

Prepare the next lesson: Listening

TiÕt 28 unit 5 - Lesson 3: c listening

Planning date: Teaching date:

* Objectives :

1 Aim: Listening to pieces of the reading to get information to make a survey in English

2 Lexical items: Introducing some words / phrases that make up a survey

3 Teaching Aids: cassette, pictures, a message from a survey……….

4 Skill: Listening for gist and for special information

* Method: Integrated, mainly communicative

- T shows a letter with a survey on it

- T asks guiding questions:

1 What do people do a survey for?

2 Have you ever done a survey?

3 Do you know where Perth is?

- T introduces some new words / explains them:

effective ( a ) maturity ( n ) » mature ( a ) » maturely ( adv ) performance ( n ) self- respect ( n ) academic ( a ) Perth ( n ) : Western of Australia

- T leads ss to read the new words

Task 1 / 60

- T leads ss to do Task 1

- Asks them to read it carefully ( they can guess to choose a, b, c, d )

- T has ss listen the reading 2 times

- T asks some ss to read their answers

- T plays the cassette again

- T gives correct answers:

1 D / 2 B / 3 B / 4 B

Task 2 / 6`1

- T asks ss to read the questions carefully

- T plays the tape 2 times

- T asks 2 ss to read their answers

- T checks again and gives correct answers

1 It took place in Perth

2 80 percent of the students

3 They felt that they should be allowed to give some input into school decision making

- T ask ss to discus 2 questions ( textbook )

- T goes around and provides some new words if necessary

- T calls 2 ss to read their answers in front of

- Listen and answer the questions

Planning date: Teaching date:

I Objective:

Helping students to write a paragraph about literacy rates in Sunshine country from 1998-2007

II Teaching aids: textbook, chalk, table

Ask students some questions about (il)literacy

1 What’s the rate of literacy in Vietnam now?

2 Are there any illiterate people in yourneighborhood?

3 What should we do to help them?

4 What will happen if more and more peoplebecome illterate?

b TASK 1(5’)

- Explain some difficult words:

to decline: to decreasedramatic(a): unexpecteddramatically(adv)steady(a): developing graduallysteadily(adv)

sharp(a): not gradualsharply(adv)

Have the class read the instruction and do Task 1

- Give the answer key

TASK 2( 25’)

Ask students to read the information in the table

Give instructions for Task 2Ask students to work in groups to describe theinformation in the table by using Useful language

Go around the class and help students if necessary

Ask some students to write some paragraph on the board

Group

IV HOMEWORK(2’)

Prepare Part E – Language Focus; Pronunciation; Grammar

TiÕt 30 unit 5 - Lesson 5: e language focus

Planning date: Teaching date:

I Aims:

1 Pronunciation: Students can pronounce /pl/, /bl/, /pr/ and /br/ in words and sentences

correctly

2 Grammar: Students will be able to report some special sayings such as invitations, requests,

advice,… using infinitives

III Teaching aids: Textbook, Cassette player and Tape, Handout.

IV Procedure:

A Pronunciation -Ask students to listen to the tape once to

help them distinguish the sounds

- Instruct the way to pronounce:

-Ask them to listen to the tape and repeat

-Introduce peer correction

+ /pl/, /pr/ : Close your lips hard, push

air forward in your mouth Then open your lips quickly

+ /bl/, /br/: Close your lips hard, push air forward in your mouth Then use your voice to make /b/

-Ask them to pay attention to the special case:

-Ask students to work individually and complete the second sentence so that it has

a similar meaning to the first one using thewords given

-Ask them to compare the answers with a friend

-Call some students to go to the BB and write their answers down

-Correct the answers

(Make the same steps)-Ask them to do some more exercises (Handout)

5 warn + O + to V: tell s.b to do or not

to do s.th in order to avoid danger

• The special case:

S+V+O: “If I were you, I would+V’…”S+V+O: “Why don’t you + V’…?”

S+V+O: “You’d better +V’…”

 S+ advise + O+ to V’…

• Key:

1 They promised to come back again.

2 The lifeguard advised us not to swim too far from the shore.

3 John asked Peter to close the window.

4 The teacher encouraged Eric to join the football team.

5 John promised to give it to him the nextday

6 My mum wanted Lan to become a doctor

7 My sister reminded me to lock the door before going to school

6 He promised not to do it again.

7 He agreed to wait for me

John asked her to lend him some money

8 His boss advised him to go home and rest for a while

   Unit Six: COMPETITIONS TiÕt 31 unit 6 - Lesson 1: a reading

Planning date: Teaching date:

I AIMS OF THE LESSON :

- Help students understand the content of the lesson

- Help students understand the new words and use them in context

II METHODS AND TEACHING AIDS:

- Communicative Approach

- Textbook ( English 11 ), Pictures

- Computer, Projector…

III TEACHING PROCEDURES :

- Ask students some questions

a Do you take part in the competitions like this?

b Do you hope to win a competition? If so, which competition would you like to win?

c Is winning the most important thing in a competition? Why / Why not?

- Ask students to read the text silently

- Introduce some new words

- Ask students to read the new words

- Ask students to read the text again and do Task 1

- Give feedback

- Read the text silently

- Take notes

- Read the new words aloud.

- Read the text carefully

2 Having achieved the highest score, Group B became the winner of the competition.

3 Group C lost the game They just got 60 points

- Ask students to copy down in their notebooks

Task 3:

- Ask students to do task 3

- Ask representative of each group to give oral answers and write them on the board

- Give feedback

English Competition last Saturday

2 It aims was to stimulate the spirit

of learning English among students

3 The students’ Parents Society sponsored the competition

4 They had to compete five activities in all On competition

of each activity, they had to answer the questions in worksheet within two minutes

5 They had to observe and score the students’ performance The group that got the highest score would be the winner

6 The winner would be awarded a set of CDs for studying English and an Oxford Advanced Learner’s Dictionary

- Copy down the answers in their notebooks

- Work in group

- Give oral answers

- Copy down in their notebooks

Post-Reading

(9)

Ask students to practice reciting the poem

- Give remarks and correct mistakes

- Recite the poem

- Perform in front of the class

* HOMEWORK :

- Write down the questions and the answers in the notebooks

- Learn the new words and questions by heart

- Prepare Part B - Speaking

TiÕt 32 unit 6 - Lesson 2: b speaking

Planning date: Teaching date:

I AIMS OF THE LESSON :

- Students can talk about some causes of population explosion in order of importance and explain why

II METHODS AND TEACHING AIDS:

- Communicative Approach

- Textbook ( English 11 ), Pictures